音乐奖赏体验对高中生习得性乐观的影响机制研究：情绪弹性和应对自我效能感的链式中介作用

Musical Reward Experience and Learned Optimism in High School Students: A Chain Mediation Model of Emotional Resilience and Coping Self-Efficacy

摘要: 为考察音乐奖赏体验与高中生习得性乐观的关系及其作用机制，以及情绪弹性与应对自我效能感在二者之间的链式中介作用，本研究采用整群抽样方法选取2071名高中生，运用音乐奖赏体验量表、情绪弹性问卷、应对自我效能感量表及青少年乐观问卷进行调查。结果显示，音乐奖赏体验与情绪弹性、应对自我效能感及习得性乐观均呈显著正相关(r = 0.113、0.253、0.212，均p < 0.01)。中介效应检验表明，音乐奖赏体验与习得性乐观的直接关联效应值为0.1019 (占总效应的35.45%)，总间接效应值为0.1855 (占总效应的64.55%)。三条间接路径中，情绪弹性的独立中介效应值为0.0564 (占总效应的19.62%)，应对自我效能感的独立中介效应值为0.0918 (占总效应的31.94%)，链式中介效应值为0.0373 (占总效应的12.98%)。音乐奖赏体验与习得性乐观的正向关联主要通过增强应对信心来实现，情绪弹性与应对自我效能感在二者之间起部分链式中介作用。研究结果为音乐美育与心理健康教育融合实践、青少年乐观品质培育提供了理论依据与实证支撑。本研究验证的是一个相关模型而非因果机制，未来研究可通过纵向追踪或实验设计进一步检验变量间的因果关系。

Abstract: To examine the relationship between music reward experience and learned optimism among high school students, as well as the serial mediating role of emotional resilience and coping self-efficacy, this study employed a cluster sampling method to survey 2071 high school students using the Music Reward Experience Scale, Emotional Resilience Questionnaire, Coping Self-Efficacy Scale, and Adolescent Optimism Questionnaire. Results showed that music reward experience was significantly positively correlated with emotional resilience, coping self-efficacy, and learned optimism (r = 0.113, 0.253, 0.212, all p < 0.01). Mediation analysis indicated that the direct association between music reward experience and learned optimism was 0.1019 (accounting for 35.45% of the total effect), and the total indirect effect was 0.1855 (accounting for 64.55% of the total effect). Among the three indirect pathways, the independent mediating effect of emotional resilience was 0.0564 (19.62% of the total effect), the independent mediating effect of coping self-efficacy was 0.0918 (31.94% of the total effect), and the serial mediating effect was 0.0373 (12.98% of the total effect). The positive association between music reward experience and learned optimism was primarily realized through enhanced coping confidence, with emotional resilience and coping self-efficacy serving as partial serial mediators. These findings provide theoretical and empirical support for the integration of music aesthetic education with mental health practices and the cultivation of optimism among adolescents. This study validates a correlational rather than a causal model, and future research could employ longitudinal or experimental designs to further examine causal relationships among the variables.