社会与工程心理学研究室知识库

青少年学业竞争激烈，如不能很好地应对容易导致焦虑、抑郁甚至血压升高等身心问题。日常性学业弹性对学生情绪管理和减轻学业压力有积极影响。既往研究发现，良好的同伴关系会给青少年更好应对学业压力带来积极影响。友谊质量作为同伴关系的重要研究内容，本研究基于生态系统理论、学生动机弹性内外部动态模型、自我决定理论及自我效能感等理论，通过质性和量化两种研究方式。探讨青少年友谊质量和日常性学业弹性的关系及其影响机制。

目的：本研究旨在探究青少年日常性学业弹性的现状，友谊质量的情况、基本心理需要满足和情绪调节自我效能感情况，以及上述变量之间的关系。并深入探讨友谊质量与青少年日常性学业弹性的预测关系，以及基本心理需要在友谊质量和日常性学业弹性间的中介作用，同时考察情绪调节自我效能感在中介关系中的调节作用。

方法：研究一基于动机弹性内外部动态理论模型，采用质性研究的方法，通过半结构化访谈法，深入了解青少年对日常性学业弹性的看法，探索友谊质量对青少年日常性学业弹性的作用因素，以及基本心理需要满足情况和情绪调节自我效能感的状况。共访谈 26 名中学生，使用 NVivo12 软件对访谈录音中的文本进行分析，并运用主题分析方法进行整理归纳。归纳四个主题：(1)青少年的日常性学业弹性的认知表现包括：自我评价、学习信念、任务理解；情绪表现包括： 懊悔自责、抵触厌恶、焦虑烦躁、无助倦怠、兴奋积极和抑郁崩溃；行为表现包括：寻求帮助、寻求支持、迎难而上和自我安慰。(2)青少年友谊质量的积极关 系包括：沟通交流、鼓励欣赏、关心帮助和陪伴娱乐；消极关系包括：矛盾冲突、冷落孤立和交往负担。(3)青少年基本心理需要满足情况的关系需要包括：感知连结增强、感知社会地位提高、积极情感满足；胜任需要包括：成就达成、快速习得；自主需要包括：敢于表达、坚持自我和掌控生活。(4)情绪调节自我效能感的积极情绪表达包括：分享庆祝和自行娱乐；消极情绪调节包括：发泄情绪、情绪倾诉、转移注意力和自我消化。从研究一的访谈结果可知，青少年良好的友谊质量可以促进学业成绩，进而提升日常性学业弹性水平，青少年的基本心理需要满足和情绪调节自我效能感均对日常性学业弹性有一定的正向促进作用。

研究二是在研究一质性访谈结果的基础上，基于生态系统理论、学生动机弹性内外部动态模型、自我决定理论及自我效能感等理论，采用问卷调查法，以广 东省广州市、梅州市 961 名青少年为研究对象，采用友谊质量量表、日常性学 业弹性量表、基本心理需要量表、情绪调节自我效能感量表，在数据收集后使用 SPSS 软件 26.0 、27.0 版本以及 PROCESS 插件进行数据分析。结果发现：(1) 友谊质量、基本心理需要、情绪调节自我效能感三个变量，均与日常性学业弹性 之间显示出两两显著正相关的关系；(2)基本心理需要在青少年的友谊质量和日常性学业弹性之间起完全中介作用；(3)情绪调节自我效能感在基本心理需要的中介效应中起调节作用。研究二在研究一的基础上，采用定量研究的方法，从宏观量化的层面验证了研究一微观个体层面质性研究的结果。

结论：友谊质量正向预测青少年的日常性学业弹性，基本心理需要在友谊质量对日常性学业弹性关系中起完全中介作用。情绪调节自我效能感可以调节友谊质量对基本心理需要的关系，这种促进作用在高情绪调节自我效能感的个体中更明显；情绪调节自我效能感同时可以调节基本心理需要对日常性学业弹性的关系，但这种促进作用在低情绪调节自我效能感的个体中更明显。

Adolescents are academically competitive and failure to cope well can easily lead to physical and mental problems such as anxiety, depression and even elevated blood pressure. Daily academic resilience has a positive impact on students' emotional management and reduction of academic stress. Previous studies have found that good peer relationships positively affect adolescents' ability to cope better with academic stress. Friendship quality is an important research component of peer relationships, and this study is based on theories such as ecosystem theory, internal and external dynamic model of students' motivational resilience, self-determination theory and self-efficacy, through both qualitative and quantitative research methods. It explores the relationship between adolescents' friendship quality and daily academic resilience and its influence mechanism.

Objectives: The purpose of this study was to investigate the predictive relationship between friendship quality and adolescents' everyday academic resilience, as well as the mediating role of basic psychological needs between friendship quality and everyday academic resilience, and to examine the moderating role of emotion regulation self-efficacy in the mediating relationship. The current status of adolescents' everyday academic resilience, friendship quality, basic psychological needs fulfilment and emotion regulation self-efficacy, as well as the relationship between these variables were explored in depth.

Methods: Based on the theoretical model of internal and external dynamics of motivational resilience, Study 1 adopted a qualitative research method to gain insights into adolescents' perceptions of daily academic resilience through a semi-structured interview method, exploring the factors that play a role in the quality of friendships on adolescents' daily academic resilience, as well as the status of basic psychological needs fulfilment and self-efficacy of emotion regulation. A total of 26 secondary school students were interviewed, and the text from the recorded interviews was analysed using NVivo12 software and organised and summarised using thematic analysis. Four themes were summarised: (1) Cognitive manifestations of adolescents' everyday academic resilience included: self-evaluation, beliefs about learning, and task comprehension; emotional manifestations included: remorse and self-blame, resistance and aversion, anxiety and irritability, helplessness and burnout, euphoria and positivity, and depressive breakdown; and behavioural manifestations included: help-seeking, support-seeking, taking on the challenge, and self-soothing. (2) Positive relationships of adolescent friendship quality include: communication, encouragement and appreciation, care and help, and companionship and entertainment; negative relationships include: conflict, coldness and isolation, and burden of interaction. (3) The relationship needs of adolescents' basic psychological needs satisfaction include: perceived connection enhancement, perceived social status enhancement, and positive emotional satisfaction; competence needs include: achievement attainment and rapid acquisition; and autonomy needs include: dare to express, insist on oneself, and take control of one's life. (4) Positive emotional expressions of emotional regulation self-efficacy include: sharing celebration and self-entertainment; negative emotional regulation includes: venting emotions, emotional outpouring, distraction, and self-digestion. From the results of the interviews in Study 1, it is clear that adolescents' good quality of friendships can promote academic performance, which in turn enhances the level of daily academic resilience, and that adolescents' satisfaction of basic psychological needs and emotion regulation self-efficacy have a certain positive effect on daily academic resilience.

Study 2 was based on the results of the qualitative interviews in Study 1, based on the theories of ecosystem theory, internal and external dynamic model of students' motivational elasticity, self-determination theory and self-efficacy, and the questionnaire survey method, with 961 adolescents in Guangzhou and Meizhou City, Guangdong Province, using the Friendship Quality Inventory, the Everyday Academic Elasticity Inventory, the Basic Psychological Needs Inventory, and the Self-efficacy for Emotion Regulation Inventory. Data were analysed after data collection using SPSS software version 26.0, 27.0 and PROCESS plug-in. The results showed that: (1) friendship quality, basic psychological needs, and emotion regulation self-efficacy showed a two-by-two significant positive correlation with daily academic resilience; (2) basic psychological needs fully mediated the relationship between friendship quality and daily academic resilience; and (3) emotion regulation self-efficacy moderated the mediating effect of basic psychological needs. Study 2, based on Study 1, used quantitative research methods to validate the results of the qualitative study at the micro-individual level of Study 1 at the macro-quantitative level.

Conclusions: Friendship quality positively predicted adolescents' everyday academic resilience, and basic psychological needs fully mediated the friendship quality to everyday academic resilience relationship. Emotion regulation self-efficacy moderated the effect of friendship quality on basic psychological needs, and this facilitation was more pronounced in individuals with high emotion regulation self-efficacy; emotion regulation self-efficacy also moderated the effect of basic psychological needs on everyday academic resilience, but this facilitation was more pronounced in individuals with low emotion regulation self-efficacy.