作　　者： (罗琳）; (杜建军）;

机构地区： 贵州师范大学体育学院,贵州贵阳550001 北京体育大学运动人体科学学院,北京100084

出　　处： 《东南大学学报（医学版）》 2017年第4期538-542,共5页

摘　　要： 目的:观察肥胖中学生学校适应、歧视知觉和应对效能之间的关系,并进一步探讨应对效能在歧视知觉和学校适应的中介效应作用。方法:分别抽取北京、济南、贵阳三地216例初、高中学生为研究对象,运用中学生学校适应量表、肥胖中学生歧视知觉量表和中学生应对效能量表对学校适应、歧视知觉和应对效能进行问卷调查。结果:(1)不同性别肥胖青少年在应对效能(男2.35±0.73 vs女2.73±0.62,P<0.01)、学校适应中的情绪适应维度(男2.96±0.57 vs女3.27±0.82,P<0.01)、同伴关系维度(男3.05±0.82 vs女3.37±0.63,P<0.01)出现显著差异,应对效能女生优于男生,情绪反应和同伴关系男生优于女生,而歧视知觉、学习适应、自我适应、行为适应及师生关系维度未见显著差异。(2)应对效能与歧视知觉呈负相关(r=-0.50,P<0.01),与学校适应、自我适应、情绪适应、行为适应、同伴关系和师生关系呈正相关(r=0.19、0.26、0.60、0.54、0.41、0.27,均P<0.01);歧视知觉与学校适应、自我适应、情绪适应、行为适应、同伴关系和师生关系呈负相关(r=-0.35、-0.24、-0.41、-0.38、-0.28、-0.32,均P<0.01)。(3)结构方程模型结果显示,应对效能在歧视知觉和学校适应中起部分中介效应,中介效应与总效应比值为0.168。结论:应对效能在肥胖青少年歧视知觉与学校适应的关系中起部分中介作用,可通过提高应对效能,增加肥胖学生的学校适应能力。 Objective： Using the coping efficacy scale,perceived discrimination scale and coping efficacy scale were observed in 216 obese adolescents,to discuss the relationship of perceived discrimination,coping efficacy and school adjustment. Methods： Three high school students in Beijing,Ji＇nan and Guiyang were selected as research subjects,and the height and weight measurement,school adjustment,discrimination perception and coping efficacy questionnaire were carried out. Results：（ 1） Gender differences in coping efficacy in obese adolescents（ male 2. 35± 2. 73 vs female 2. 73 ± 0. 62,P〈0. 01）,the school adaptation emotional adaptation dimensions（ male 2. 96 ±0. 57 vs female 3. 27 ± 0. 82,P〈0. 01）,peer relation（ male 3. 05 ± 0. 82 vs female 3. 37 ± 0. 63,P〈0. 01）showed significant differences,girls did a better job in coping self-efficacy r than boys,boys did better in emotional and peer relationship than girls,and no significant differences of perceived discrimination,learning adaptation,self adaptation,adaptive behavior and teacher-student relationship were found.（ 2） Coping self-efficacy was negatively correlated with perceived discrimination（ r =-0. 50,P〈0. 01）,coping self-efficacy and school adaptation,self adaptation,emotional adaptation,adaptive behavior were positively related to peer relationship and teacher-student relationship（ r = 0. 19,0. 26,0. 60,0. 54,0. 41,0. 27,P〈0. 01）,perceived discrimination and school adaptation,self adaptation,emotional adaptation,adaptive behavior,peer relationship were significantly negatively correlated with teacher-student relationship（ r =-0. 35,-0. 24,-0. 41,-0. 38,-0. 28,-0. 32,P〈0. 01）.（ 3） Structural equation model showed that,coping self-efficacy adaptation had partial mediating effect on perceived discrimination and school adaptation,intermediate effect to total effect ratio was 0. 168. Conclusion： Coping selfefficacy plays a partial mediating role in the relationship between perceived discrimination and scho

关 键 词： 青少年 歧视知觉 应对效能 学校适应