日常性学业弹性：日常学业压力下的积极适应机制 *

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赵凤青¹, 俞国良²(

)

1 中国人民大学心理学系
2 中国人民大学心理研究所, 北京 100872

收稿日期:2017-09-07出版日期:2018-06-10发布日期:2018-04-28
通讯作者:俞国良E-mail:yugllxl@sina.com

基金资助:* 国家自然科学基金项目(81571337);中国人民大学科学研究基金(中央高校基本科研业务费专项资金)资助项目

Everyday academic resilience: Active adaption to everyday academic pressures

ZHAO Fengqing¹, YU Guoliang²(

)

1 Department of Psychology
2 Institute of Psychology, Renmin University of China, Beijing 100872, China

Received:2017-09-07Online:2018-06-10Published:2018-04-28
Contact:YU Guoliang E-mail:yugllxl@sina.com

摘要/Abstract

摘要： 日常性学业弹性是指学生积极适应并成功应对日常学习中典型学业挫折、挑战和困难的能力, 其“弹性”体现为学生的学习投入、适应性应对方式和学习坚持性三个方面的动态作用过程。测量方式主要包括Martin等人从能力角度的测量和Skinner等人从过程角度的测量。对日常性学业弹性具有重要催化作用的因素主要包含积极的学习动机, 适应性的情绪和人格特征, 以及良好的师生和同伴关系。日常性学业弹性对学生的学业表现和心理健康具有重要影响。未来研究应进一步探讨日常性学业弹性的概念内涵、作用机制和神经生理基础, 关注其促进因素和抑制因素的共同作用, 并采取针对性的干预与提升措施。

图/表 3

图1动机弹性和易感性的作用模型资料来源：Skinner等(2016)

图2日常性学业弹性的整合模型

图3学业浮力与心理风险的相互关系图资料来源：Martin等(2013).

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