|
|
|
| The relationship between social comparison and college students' academic involution： A moderated mediation model |
| MA Jialin1, ZHANG Yinghan1, WANG Meilin2, XIAO Ning1, WANG Jianjun1,3 |
1 School of Psychology, Henan University, Kaifeng 475004;
2 Linzhou College of Architectural Technology, Anyang 456550;
3 Huaihe Hospital of Henan University, Kaifeng 475099 |
|
|
|
|
Abstract In order to explore the relationship between social comparison and college students' academic involution and its mechanism of action, the study used the Social Comparison Tendency Scale, the Chinese version of the Core Self-Evaluation Scale, as well as the Academic Involution Questionnaire and the Shortened version of the Self-Compassion Scale （SCS-SF） to investigate the relationship between social comparison and college students' academic involution and its mechanism. The results showed that： （1） Social comparison significantly and positively predicted college students' academic involution; （2） Core self-evaluation partially mediated the relationship between social comparison as well as academic involution; （3） Self-compassion moderated the second half of the path of the model. Conclusion： Social comparison not only directly predicts academic involution, but also predicts academic involution through the mediating role of core self-evaluation, and self-compassion moderates the path between core self-evaluation and academic involution, i.e., the positive impact of high self-compassion will reduce the negative impact caused by the risk factor of low core self-evaluation, and thus reduce academic involution.
|
|
|
|
|
|
[1] 陈继文, 曾鑫玉, 李过, 许磊, 史更虎, 彭顺. (2024). 上行社会比较对大学生学习内卷的影响:焦虑的中介与自我肯定的调节作用.中国健康心理学杂志, 32(6), 913-919.
[2] 陈清艳, 熊韦锐. (2024). 内卷是一种从众吗? 内卷的心理机制及其与从众的关系. 山西高等学校社会科学学报, 36(2), 43-47+62.
[3] 何悦, 刘瑞儒. (2022). 课程思政与“五育并举”融合发展的思路与措施. 教育观察, 11(10), 39-41+100.
[4] 黄梓航, 王俊秀, 苏展, 敬一鸣, 蔡华俭. (2021). 中国社会转型过程中的心理变化:社会学视角的研究及其对心理学家的启示. 心理科学进展, 29(12), 2246-2259.
[5] 江永强, 邵云天, 蔺秀云, 何先友. (2018). 初中生班级团体依恋、自悯与学习倦怠的关系.心理发展与教育, 34(4), 472-480.
[6] 孔莲, 崔馨月, 田录梅. (2021). 微信使用强度与大学生自尊之间的关系:上行社会比较和好友亲密度的作用.心理发展与教育, 37(4), 576-583.
[7] 寇彧, 田启瑞, 唐顺艳. (2012). 社会比较视角下的亲社会行为研究及其培养.教育研究与实验, (1), 89-93.
[8] 林崇德, 杨治良, 黄希庭. (2004). 《心理学大辞典》前言.心理科学, (5), 1154.
[9] 刘丽红. (2021). 上行社会比较与社交焦虑的关系:核心自我评价和内外倾性的作用.山西大学学报(哲学社会科学版), 44(6), 131-136.
[10] 鲁娟, 徐和平, 孙岩振. (2012). 大学生学习动力分析.中国健康心理学杂志, 20(5), 794-796.
[11] 史超凡, 赵小云, 刘奕雯. (2022). 自我同情与身心健康的关系及其干预研究述评.内江师范学院学报, 37(4), 23-30.
[12] 拓宏伟, 何丹虹. (2022). 大学生学习“内卷化”视角下高校思想政治教育研究.陕西青年职业学院学报, (2), 17-20.
[13] 王凯, 张野. (2020). 校园排斥对初中生内外化问题的影响:同伴关系与核心自我评价的中介作用.心理发展与教育, 36(5), 594-604.
[14] 王斯腾, 贺敬雯. (2022). 基于个体倾向性的大学生内卷表现、特征及成因分析.煤炭高等教育, 40(1), 109-115.
[15] 吴支奎, 黄丽丽. (2023). 基础教育集团化办学的“内卷化”困境及其纾解. 当代教育论坛, 1-10.
[16] 杨琳, 刘晔颖, 邵佳, 马敏娜, 田康. (2015). 自我同情团体训练对研究生抑郁的干预效果初探.中国临床心理学杂志, 23(5), 947-950.
[17] 杨舒涵, 许静波. (2012). 浅谈高校素质教育问题.东北农业大学学报(社会科学版), 10(2), 70-72.
[18] 杨新晓, 陈殿兵. (2022). “双减”行稳致远面临的问题及其纾解.基础教育参考, (12), 13-16.
[19] 苑津山, 幸泰杞. (2021). “入局与破局”:高校学生内卷参与者的行为逻辑与身心自救.高教探索(10), 123-128.
[20] 张雯, 潘超, 姚诗铭, 朱佳佳, 凌东, 杨涵淳, 徐静莎, 穆妍. (2024). 中国社会中“内卷”现象的个体心理内涵及其特征维度.心理学报, 56(1), 107-123.
[21] 周洪静. (2024). 父母低头行为对青少年抑郁的影响:基本需求满足和核心自我评价的链式中介作用.中小学心理健康教育, (16), 12-17.
[22] 周健颖. (2016). 自我同情的相关因素研究述评. 盐城师范学院学报(人文社会科学版), 36(2), 36-41.
[23] Crnic, K., & Ross, E. (2017). Parenting stress and parental efficacy. Parental stress and early child development: Adaptive and Maladaptive Outcomes, 263-284.
[24] Fukubayashi, N., & Fuji, K. (2021). Social comparison on social media increases career frustration: A focus on the mitigating effect of companionship.Frontiers in Psychology, 12, 720960.
[25] Gerber J. P., Wheeler L., & Suls J. (2018). A social comparison theory meta-analysis 60+ years on.Psychological Bulletin, 144(2), 177-197.
[26] James, D. (2021). Self-and group-focused internalized racism, anxiety, and depression symptoms among African American adults: A core self-evaluation mediated pathway.Group Processes & Intergroup Relations, 24(8), 1335-1354.
[27] Judge, T. A. (1997). The dispositional causes of job satisfaction: A core evaluations approach.Research in Organizational Behavior, 19, 151-188.
[28] MacBeth, A., & Gumley, A. (2012). Exploring compassion: A meta-analysis of the association between self-compassion and psychopathology.Clinical Psychology Rview, 32(6), 545-552.
[29] McCarthy, P. A., & Morina, N. (2020). Exploring the association of social comparison with depression and anxiety: A systematic review and meta-analysis.Clinical Psychology & Psychotherapy, 27(5), 640-671.
[30] Mussweiler T., Corcoran K., & Crusius J. (2011). Social comparison: Motives, standards, and mechanisms. Theories in Social Psychology, December, 119-139.
[31] Neff, K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself.Self and Identity, 2(2), 85-101.
[32] Pimentel C. E., Silva F. M. d. S. M. d., Santos J. L. F. d., Oliveira K. G., Freitas N. B. C., Couto R. N., & Brito, T. R. d. S. (2018). Single-item self-esteem scale: Brazilian adaptation and relationship with personality and prosocial behavior.Psico-USF, 23, 1-11.
[33] Qashqai M., Emadian S. O., & Ghanadzadegan H. (2023). Comparing the effectiveness of schema-based parenting training with compassion-based parenting training on mothers' parenting self-efficacy, self-concept, and parental acceptance of children with internalizing problems.Medical-Surgical Nursing Journal, 12(3), e146992.
[34] Sirois F. M., Kitner R., & Hirsch J. K. (2015). Self-compassion, affect, and health-promoting behaviors.Health Psychology, 34(6), 661-669.
[35] Steele, C. M., & Liu, T. J. (1983). Dissonance processes as self-affirmation.Journal of Personality and Social Psychology, 45(1), 5-19.
[36] Zeigler-Hill V., Dahlen E. R., & Madson M. B. (2017). Self-esteem and alcohol use: Implications for aggressive behavior.International Journal of Mental Health and Addiction, 15, 1103-1117.
[37] Zheng W., Jing T., Cheng R., & Li X. (2022). An analysis of the influence path of anxiety on the irrational competition behavior of college students in the post epidemic era-the intermediary role of employment values.Advances in Education, 12(4), 918-926. |
|
|
|
