自尊与心理资本在粗暴养育与大学新生学校适应关系中的中介作用

余皖婉; 陈明

doi:10.16462/j.cnki.zhjbkz.2025.05.014

自尊与心理资本在粗暴养育与大学新生学校适应关系中的中介作用

doi: 10.16462/j.cnki.zhjbkz.2025.05.014

余皖婉^,,
陈明

安徽医科大学第二临床医学院，合肥 230032

余皖婉和陈明为共同第一作者

基金项目:

安徽省哲学社会科学规划项目 AHSKY2023D042

安徽省社会科学创新发展研究课题 2023CX546

安徽医科大学思想政治工作研究会项目 2022xszh35

详细信息

通讯作者:
余皖婉, E-mail: 602139523@qq.com

中图分类号: R742.5;R195.1
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出版历程
- 收稿日期: 2024-12-19
- 修回日期: 2025-03-16
- 网络出版日期: 2025-06-28
- 刊出日期: 2025-05-10

The mediating effect of self-esteem and psychological capital on the relationship between harsh parenting and school adjustment in college freshmen

YU Wanwan^,,
CHEN Ming

The Second Clinical Medical School, Anhui Medical University, Hefei 230032, China

YU Wanwan and CHEN Ming contributed equally to this article

Funds:

Anhui Province Philosophy and Social Science Planning Project AHSKY2023D042

Anhui Province Social Science Innovation and Development Research Project 2023CX546

Anhui Medical University Ideological and Political Work Research Association Project 2022xszh35

More Information

Corresponding author: YU Wanwan, E-mail: 602139523@qq.com

摘要

摘要: 目的探讨粗暴养育与大学新生学校适应关系，以及自尊和心理资本在其中的中介作用。方法采用粗暴养育问卷、积极心理资本问卷、自尊量表和中国大学生适应量表对1 805名大学新生进行调查。采用Pearson相关分析检验变量间的关系，利用Harman单因子法评估共同方法偏差，并运用多元回归分析检验多重共线性。采用偏差校正的非参数百分位Bootstrap法进行中介效应分析。结果粗暴养育与自尊、心理资本及学校适应均呈负相关(均P<0.001)；粗暴养育与学校适应的关联差异无统计学意义(β=-0.021, P=0.093)，但可通过心理资本(间接效应值=-0.039, 95% CI: -0.052~-0.029)、自尊的独立中介作用(间接效应值=-0.053, 95% CI: -0.080~-0.027)以及自尊与心理资本的链式中介作用(间接效应值=-0.117, 95% CI: -0.144~-0.091)间接预测学校适应，其中介效应分别占总效应的16.96%、23.04%、50.87%。结论父母粗暴养育与大学新生学校适应密切相关，自尊和心理资本均是粗暴养育影响大学新生学校适应的重要中介变量。
- 粗暴养育 /
- 心理资本 /
- 自尊 /
- 学校适应 /
- 大学新生
Abstract: Objective To examine the relationship between harsh parenting and school adjustment among college freshmen, with particular focus on the mediating roles of self-esteem and psychological capital. Methods A total of 1 805 first-year undergraduates were investigated by harsh parenting questionnaire, positive psycap questionnaire, self-esteem scale, and China college student adjustment scale. Pearson correlation analysis was employed to examine the relationships between variables, Harman′s single-factor test was conducted to assess common method bias, and multiple regression analysis was used to test for multicollinearity. The bias-corrected nonparametric percentile Bootstrap method was applied to examine the mediating effect. Results Harsh parenting was significantly negatively correlated with self-esteem, psychological capital, and school adjustment (all P<0.001). While no relationship with of harsh parenting on school adjustment was observed (β=-0.021, P=0.093), three significant indirect pathways emerged: 1) independent mediation through self-esteem (indirect effect: -0.039, 95% CI: -0.052-0.029) independent mediation through psychological capital (indirect effect: -0.053, 95% CI: -0.080-0.027) serial mediation through both self-esteem and psychological capital (indirect effect: -0.117, 95% CI: -0.144-0.091). These pathways accounted for 23.04%, 16.96%, and 50.87% of the total effect, respectively. Conclusions Harsh parenting demonstrates a significant association with college freshmen′s school adjustment, with both self-esteem and psychological capital serving as crucial mediating variables in the relationship between harsh parenting and school adjustment among college freshmen.
- Harsh parenting /
- Psychological capital /
- Self-esteem /
- School adjustment /
- College freshmen

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图 1 链式中介模型

a：P<0.001.

Figure 1. Serial mediating model

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表 1 自尊和心理资本的中介效应分析

Table 1. Correlation analysis of harsh parenting, self-esteem, psychological capital, and school adjustment

变量 Variable	x±s	粗暴养育 Harsh parenting	自尊 Self-esteem	心理资本 Psychological capital	学校适应 School adjustment
粗暴养育Harsh parenting	1.60±0.56	1.000
自尊Self-esteem	2.89±0.52	-0.230^①	1.000
心理资本Psychological capital	4.79±0.90	-0.233^①	0.722^①	1.000
学校适应School adjustment	3.45±0.53	-0.228^①	0.701^①	0.855^①	1.000
注：① P<0.001。 Note: ① P<0.001.

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表 2 模型中变量关系的回归分析

Table 2. Regression analysis of variable relationships in the model

预测变量 Predictor variable	模型1(自尊) Model 1 (Self-esteem)		模型2(心理资本) Model 2 (Psychological capital)		模型3(学校适应) Model 3 (School adjustment)
预测变量 Predictor variable	β值value (95% CI)	s_x值 value	β值value (95% CI)	s_x值 value	β值value (95% CI)	s_x值 value
性别Gender	0.004 (-0.087~0.094)	0.046	-0.065 (-0.129~-0.001)^③	0.033	0.020 (-0.028~0.067)	0.024
是否为独生子女Only child or not	-0.136 (-0.233~-0.039)^①	0.050	0.011 (-0.058~0.081)	0.035	-0.052 (-0.102~-0.001)^③	0.026
是否为学生干部Whether student leader or not	-0.222 (-0.312~-0.131)^②	0.046	-0.123 (-0.188~-0.058)^②	0.033	-0.080 (-0.127~-0.032)^①	0.024
粗暴养育Harsh parenting	-0.231 (-0.276~-0.186)^②	0.023	-0.074 (-0.107~-0.041)^②	0.016	-0.021 (-0.044~0.003)	0.012
自尊Self-esteem			0.699 (0.667~0.732)^②	0.017	0.170 (0.136~0.204)^②	0.017
心理资本Psychological capital					0.721 (0.687~0.755)^②	0.017
R²值value	0.069		0.531		0.748
F值value	33.465^②		406.563^②		890.803^②
注：模型中各变量均经过标准化处理后带入回归方程。模型1、2、3均将性别、是否为独生子女、是否为学生干部作为控制变量处理。 ① P<0.01；② P<0.001；③ P<0.05。 Note: All variables in the model are standardized and brought into the regression equation. Model 1, 2, and 3 all treat gender, whether they are only child, and whether they are student leader as control variables. ① P<0.01; ② P<0.001; ③ P<0.05.

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表 3 自尊和心理资本的中介效应分析

Table 3. Analysis of the mediating effect of self-esteem and psychological capital

路径Path	效应值Effect value (95% CI)	效果量 Effect size/%
粗暴养育→自尊→学校适应Harsh parenting→self-esteem→school adjustment	-0.039 (-0.052~-0.029)	16.96
粗暴养育→心理资本→学校适应Harsh parenting→psychological capital→school adjustment	-0.053 (-0.080~-0.027)	23.04
粗暴养育→自尊→心理资本→学校适应Harsh parenting→self-esteem→psychological capital→school adjustment	-0.117 (-0.144~-0.091)	50.87
总间接效应Total indirect effect	-0.209 (-0.253~-0.167)	90.87
直接效应Direct effect	-0.021 (-0.045~0.004)
总效应Total effect	-0.230 (-0.274~-0.185)

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