Research on the Influence of Perceived Parent-Child Relationship Disorder and Teacher-Student Relationship Apathy on High School Students’ Positive Mental Health ——The Mediating Effect of Academic Self-Pressure

Abstract

Abstract:

Based on the cross-sectional data of mental health of 278 senior high school students in urban-rural transitional area in three northeast provinces, this paper studied the perceived parent-child relationship estrangement and perceived teacher-student relationship apathy on positive mental health of senior high school students and the mediating effect of academic self-pressure. The results showed that perceived parent-child relationship estrangement, perceived teacher-student relationship apathy,positive mental health and academic self-pressure are significantly correlated. The perceived teacher-student relationship apathy can directly and negatively predict the positive mental health of senior high school students. Perceived parent-child estrangement indirectly and negatively predicts senior high school students’ positive mental health through academic self-pressure. Academic self-pressure plays a complete intermediary role between perceived parent-child estrangement and positive mental health of senior high school students. The indirect effect of perceived parent-child relationship estrangement on senior high school students’ positive mental health is significantly lower than the direct effect of perceived teacher-student relationship apathy on senior high school students’ positive mental health.

Key words: parent-child relationship disorder, teacher-student relationship apathy, senior high school students, mental health, self-pressure

CLC Number:

G456

Xu Huaixue, Qin Yuyou, Gao Kaige. Research on the Influence of Perceived Parent-Child Relationship Disorder and Teacher-Student Relationship Apathy on High School Students’ Positive Mental Health ——The Mediating Effect of Academic Self-Pressure[J]. Education Science, 2019, 35(5): 46-54.

Figures/Tables 6

References 48

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	χ²/df	GFI	AGFI	NNFI	CFI	SRMR	RMSEA
亲子关系失和	—	1.000	—	—	—	—	—
师生关系冷漠	1.824	0.993	0.967	0.986	0.995	0.019	0.055
学业自我施压	2.634	0.991	0.953	0.970	0.990	0.023	0.077
正向心理健康	0.209	0.999	0.996	1.007	1.000	0.004	0.000

潜变量	题目	参数显著性估计				题目信度		组成信度	收敛效度
潜变量	题目	Unstd.	S.E.	Z-value	P	Std.	SMC	CR	AVE
亲子关系失和	A1	1.000				0.716	0.513	0.794	0.563
	A2	1.163	0.117	9.904	^***	0.802	0.643
	A3	0.960	0.097	9.877	^***	0.730	0.533
师生关系冷漠	B1	1.000				0.712	0.507	0.811	0.521
	B2	1.101	0.099	11.074	^***	0.806	0.650
	B3	0.988	0.091	10.886	^***	0.774	0.599
	B4	0.932	0.110	8.456	^***	0.574	0.329
学业自我施压	C1	1.000				0.623	0.388	0.800	0.502
	C2	1.131	0.123	9.184	^***	0.763	0.582
	C3	1.156	0.126	9.168	^***	0.759	0.576
	C4	0.988	0.115	8.605	^***	0.679	0.461
正向心理健康	D1	1.000				0.892	0.796	0.904	0.703
	D2	0.938	0.055	17.154	^***	0.814	0.663
	D3	1.113	0.061	18.109	^***	0.841	0.707
	D4	0.894	0.053	16.856	^***	0.805	0.648

潜变量	亲子关系失和	师生关系冷漠	学业自我施压	正向心理健康
亲子关系失和	0.750
师生关系冷漠	0.661^***	0.722
学业自我施压	0.507^***	0.475^***	0.709
正向心理健康	-0.515^***	-0.612^***	-0.504^***	0.838

	集中趋势		相关系数
	M	SD	亲子关系失和	师生关系冷漠	学业自我施压	正向心理健康
亲子关系失和	2.947	1.478	1.000
师生关系冷漠	2.924	1.206	0.661^***	1.000
学业自我施压	3.658	1.423	0.507^***	0.475^***	1.000
正向心理健康	4.839	1.191	-0.515^***	-0.612^***	-0.504^***	1.000