The influence of interpersonal relationships on school adaptation among Chinese university students during COVID-19 control period: Multiple mediating roles of social support and resilience

JOURNAL OF AFFECTIVE DISORDERS

卷:285

Article

Zhang, Xing¹  Huang, Peng-fei¹  Li, Bi-qin¹  Xu, Wen-jian^2,3  Li, Wen⁴  Zhou, Bin⁵ 

[1] Jiangxi Normal Univ, Sch Psychol, 99 Ziyang Ave, Nanchang 330022, Jiangxi, Peoples R China

[2] Sichuan Univ, Sch Publ Adm, Dept Sociol & Psychol, Chengdu, Sichuan, Peoples R China

[3] Sichuan Univ, Inst Psychol, Chengdu, Sichuan, Peoples R China

[4] Jiangxi Coll Construct, Nanchang, Jiangxi, Peoples R China

[5] Nanchang Univ, Fuzhou Med Coll, Fuzhou, Peoples R China

关键词: COVID-19;    University students;    Interpersonal relationships;    School adaptation;    Social support;    Resilience;   

DOI  :  10.1016/j.jad.2021.02.040

来源: Elsevier

【 摘 要 】

Background: Owing to the government?s effective epidemic control measures, universities in some areas of China gradually resumed offline teaching six months after the COVID-19 outbreak. Although attention should now be paid to the experiences of students after they returned to campus, few studies have explored the factors and mechanisms that have influenced these students? school adaptation. The present study investigated the multiple roles of social support and resilience in mediating associations the relationship between Chinese university students? interpersonal relationships and their school adaptation during COVID-19 control period. Methods: A cross-sectional survey was conducted with 4534 Chinese university students (Mage = 19.70, SD = 1.14) at two universities in Jiangxi provinces. The independent variable was interpersonal relationships; mediating variables were social support and resilience; and the dependent variable was school adaptation. Multiple mediation analysis was performed using the MPlus software. Results: Controlling for demographic variables, the quality of students? interpersonal relationships was significantly and positively related to their school adaptation, with students? ratings of social support and resilience mediating these associations. More interestingly, social support and resilience played multiple mediating roles in the relationship between interpersonal relationships and school adaptation. Limitations: The age stage of the sample and the methods in which the data were collected may affect the generalizability of the results. Conclusions: During COVID-19 control period, interpersonal relationships can influence school adaptation either directly or indirectly by enhancing social support or resilience (parallel mediation) or by activating resilience via the experience of social support (serial mediation). This study?s results emphasize the role of interpersonal relationships, as well as the contributions of positive external and internal factors on students? school adaptation during the epidemic control period. Accordingly, these findings may have implications for the mental health education of college students in the post-epidemic era.

【 授权许可】

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