高中生留守经历对学业情绪的影响：人际关系困扰的中介作用

The Impact of High School Students’ Left-Behind Experience on Academic Emotions: The Mediating Role of Interpersonal Distress

摘要: 目的：了解高中生留守经历、人际关系与学业情绪的现状、特点，探究这三者之间的相关关系，验证人际关系是否在留守经历对学业情绪的影响中存在中介作用。方法：采用《青少年学业情绪问卷》《人际关系综合诊断量表》对633名高中生进行测量。结果：1) 高中生人际关系困扰、积极学业情绪在留守时长、是否留守上均存在显著差异。2) 留守经历与人际关系困扰之间存在显著的正相关；人际关系困扰与积极学业情绪存在显著的负相关，与消极学业情绪存在显著的正相关；留守经历与积极学业情绪存在显著的负相关。3) 相对于无留守经历，人际关系困扰在长期留守经历与积极学业情绪之间存在中介效应，在短期、长期留守经历与消极学业情绪之间存在遮掩效应。

Abstract: Purpose: To understand the current status and characteristics of high school students’ left-behind experience, interpersonal relationships and academic emotions, explore the correlation between the three, and verify whether interpersonal relationships play a mediating role in the impact of left-behind experience on academic emotions. Methods: 633 high school students were measured using the “Adolescent Academic Emotion Questionnaire” and “Interpersonal Comprehensive Diagnostic Scale”. Results: 1) There are significant differences in the interpersonal distress and positive academic emotions of high school students in the length of stay and whether they stay behind. 2) There is a significant positive correlation between the experience of being left behind and interpersonal distress; there is a significant negative correlation between interpersonal distress and positive academic emotions, and there is a significant positive correlation with negative academic emotions; there is a significant positive correlation between the experience of being left behind and positive academic emotions. 3) Compared with no experience of being left behind, interpersonal distress has a mediating effect between long-term left-behind experience and positive academic emotions, and a masking effect between short-term and long-term left-behind experiences and negative academic emotions.