摘要目的 探讨情绪弹性与应激、学校适应之间的关系.方法 使用青少年生活事件量表、青少年情绪弹性量表和中学生学校适应量表,对394名在校初中生进行了问卷调查.结果 (1)初中男生情绪弹性总分及情绪恢复能力得分[(46.07±8.56)分,(24.43±5.80)分]高于女生[(44.39±8.39)分,(23.27±5.37)分],差异有统计学意义(t=1.97,2.05;P＜0.05).情绪弹性总分[(45.46±8.50),(44.83±8.56)分]在是否为独生子女上差异无统计学意义(t=0.68,P=0.50).农村初中生情绪弹性总分及积极情绪能力得分[(44.04±8.53)分,(20.63±5.35)分]低于城市初中生[(46.46±8.34),(22.15±4.72)分],差异有统计学意义(t=-2.86,-2.99,P＜0.01).情绪弹性总分[(47.23±7.82)分,(44.63±8.45)分,(43.00±8.97)分]在年级上差异有统计学意义(F=8.86,P=0.00),初一学生高于初二和初三学生.(2)心理应激与情绪弹性、学校适应均呈负相关(r=-0.23～0.35,P＜0.01),情绪弹性与学校适应均呈正相关(r=0.12～0.29,P＜0.01);情绪弹性的积极情绪维度和情绪恢复维度对应激与学校适应的关系起部分中介作用(中介效应分别为11.11％,21.15％).结论 情绪弹性是影响心理应激和学校适应的重要中介变量.

abstractsObjective To explore the relationship among emotional resilience,stress and school adjustment.Methods Adolescent life events check-list,adolescent emotional resilience scale and school adjustment scale of middle school students were conducted among 394 junior high school students.Results (1)The emotional resilience score and emotion recovery score of male junior high school students(46.07±8.56,24.43±5.80) were higher than that of female ones(44.39±8.39,23.27±5.37),and the differences were statistically significant(t=1.97,2.05,P＜0.05).The total score of emotional resilience(45.46±8.50,44.83±8.56) was not statistically related with whether they were the only children(t=0.68,P=0.50).The emotional resilience score and positive emotion score of rural junior high school students(44.04±8.53,20.63±5.35)were lower than that of urban ones (46.46± 8.34,22.15 ±4.72),and the differences were statistically significant(t=-2.86,-2.99,P＜0.01).The total score of emotional resilience (47.23±7.82,44.63±8.45,43.00±8.97) in different grades was statistically significant (F=8.86,P=0.00),and the first grade students were higher than the second and third year students.(2)Psychological stress was negatively related with emotional resilience and school adjustment(r=-0.23～-0.35,P＜0.01),and emotional resilience was positively correlated with school adjustment(r=0.12 ～ 0.29,P＜0.01).The relationship between stress and school adjustment were mediated by positive emotion and emotional recovery (the mediating effect were 11.11％,21.15％).Conclusion Frotional resilience plays a mediating role between psychological stress and school adjustment.