| 其他摘要 | 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. |
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