How Social Support Influences Negative Emotions in College Students: The Mediating Role of Intentional Self-regulation and Dispositional Hope
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i1.3646
Abstract
Objective—To explore the relationship between individual social support and negative emotions on the basis of understanding the depression, anxiety and stress of college students in the new era, and to further explore the functional path between the two. Methods A questionnaire survey was conducted among 437 randomly selected college students using the short-form version of the Depression Anxiety Stress Scales (DASS-21), the Perceived Social Support Scale (PSSS), the Intentional Self-Regulation Questionnaire, and the Adult Dispositional Hope Scale (ADHS). Results—(1) The scores of DASS-21, PSSS, Intentional Self-Regulation Questionnaire and ADHS were (14.780±10.046), (63.183±10.559), (36.144±4.093) and (22.238±3.255), respectively; (2) Perceived social support, intentional self-regulation, and dispositional hope exhibited significant positive correlations with one another (r=0.547～0.680; Ps<0.001). Additionally, these variables were significantly negatively correlated with negative emotions (r =-0.596～-0.482; Ps<0.001). Conclusion—The perceived social support among college students in the new era has a significant impact on their negative emotions. Meanwhile, intentional self-regulation and dispositional hope play a chain mediating role between perceived social support and negative emotions.
Keywords
perceived social support, intentional self-regulation, dispositional hope, negative emotions, college students.
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[2] Zhang, Y M, & Liu, G H. Effect of stress on mental health in college students: The mediating role of resilience[J]. China Journal of Health Psychology, 2021,29(01):137-141.
[3] Wang, H, & Chen, Y L. Research on college students' depressive emotions and countermeasures for mental health counseling [J]. Chinese Journal of School Health, 2023,44(12):1756.
[4] Zhang, X, Luo, J, Pan, C, et al. The association between non-suicidal self-Injury and suicide attempts in adolescents: The moderating role of anxiety and depression[J]. Chinese Journal of Clinical Psychology, 2024,32(03):536-541.
[5] Zhang T. Correlation study between nurses' job burnout and social support[J]. Journal of Clinical Psychosomatic Diseases, 2017,23(01):70-72.
[6] Wang, Y L, Liu, Y F, Yang, S Y, et al. Relationship of self-control and perception of social support with mental health status of university students during the normalization of COVID-19 prevention and control[J]. Journal of Xi’an Jiaotong University(Medical Sciences), 2024,45(04):680-685.
[7] Degroote, S, Vogelaers, D, & Vandijck, D M. What determines health-related quality of life among people living with HIV: an updated review of the literature[J]. Arch Public Health, 2014,72(01):40.
[8] Chen, J J, Jia, W Y, Zhang, Y J, et al. The mediating effect of social support on mental health and coping style of emergency patients[J]. Occup and Health, 2009,35(23):3243-3246．
[9] Satici, Ahmet S. Psychological vulnerability, resilience, and subjective well-being: The mediating role of hope[J]. Personality and Individual Differences, 2016:68-73．
[10] Zhang, C Y, Zhou, Z K, Geng, X X, et al. The Impact of stressful events on mental health of college students: The mediating effect of hope[J]. Journal of Higher Education, 2015,36(07):87-91.
[11] Li, Y H.The effect of group psychological counseling intervention for hope trait on students' test anxiety[J]. Chinese Journal of Clinical Psychology, 2019,27(01):206-209+142.
[12] Zhang, P, Zhang, L H, & Xu, T T. Effect of hope group intervention on depression symptoms of Chinese college students: The mediated role of self-efficacy[J]. China Journal of Health Psychology, 2023,31(02):238-243.
[13] Yu, S, Liu, Q X. Self-esteem and hope as mediators in the relationship of parental neglect to adolescents' suicidal ideation[J]. Psychological Development and Education, 2020, 36(03), 350–358.
[14] Xiang, G C, Chen, H, Guo, C, et al. The Relationship Between Perceived Social Support and Hope:A Cross-lagged Study[J]. Chinese Journal of Clinical Psychology, 2020,28(06):1246-1249.
[15] Snyder, C R. Conceptualizing, measuring, and nurturing hope[J]. Journal of Counseling and Development, 1995,73(03):355-340.
[16] Yi, F, Xiong, X J, Teng, Z J, et al. The relationship between positive peer pressure and pathological internet use among middle school students: The mediating roles of hope and intentional self-regulation[J]. Studies of Psychology and Behavior, 2023,21(05):637-643.
[17] Lerner , V J, Wong, A C, Weiner, B M, et al. Profiles of adolescent character attributes: Associations with intentional self-regulation and character role model relationships[J]. Journal of Moral Education, 2020,50(03):1-24.
[18] Zhao, Y J, Ding, Y T, Zhang, C, et al. The effect of internal and external developmental assets on youth Core Values: Chain mediation and moderating effect[J]. Psychological Exploration, 2024,44(02):158-167.
[19] Jiang, G J. Perceived Social Support Scale [J]. Chinese Journal of Behavioral Medical Science, 2001, 4(10): 41-42.
[20] Gong, X, Xie, X Y, Xu, R, et al. Psychometric Properties of the Chinese Versions of DASS-21 in Chinese College Students[J]. Chinese Journal of Clinical Psychology, 2010, 18 (04): 443-446.
[21] Dai, W Z, Zhang, W, Li, D P, et al. Relationship Between Stressful Life Events and Problem Behaviors in Adolescents:Effects of Gratitude and Intentional Self-regulation[J]. Chinese Journal of Clinical Psychology, 2010, 18 (06): 796-798+801.
[22] Ren, J. Positive Psychology [M]. Shanghai: Shanghai Education Publishing House, 2006: 194-196.
[23] Zhou, N, He, J W, Li, L, et al. Relationship between anxiety, depression and perceived social support of international military students in China[J]. Academic Journal of Second Military Medical University, 2021,42(02):224-227.
[24] Bo, T H, Ching, C T, & Xue, B. Impact of social support on college students’ anxiety due to COVID-19 isolation: Mediating roles of perceived risk and resilience in the postpandemic period [J]. Frontiers in Psychology, 2022,13:948214.
[25] Li, P, & Zhang, L. Investigation and Application of the Perceived Social Support Scale in the Kazakh Population[J]. Chinese Journal of Health Statistics, 2014(01):96-97.
[26] Ma, W Y, Gao, P, Huang, D W, et al. Influence of alienation on resilience of left behind adolescents: The chain mediating effect of perceived social support and self-esteem[J]. China Journal of Health Psychology, 2022,30(01):148-152.
[27] Xiang, G C, Guo, C, He, X Y, et al. The Impact of Parental Attachment and Peer Attachment on Hope:Chain Mediation of Social Support and Self-Esteem[J]. Journal of Southwest University(Natural Science Edition), 2020,42(10):124-131.
[28] Li, M L, Ren, Y J, & Sun, H. Social anxiety and the relationship between social support and hope of left-behind children in rural area[J]. Chinese Journal of School Health, 2020,41(06):904-907.
[29] Xiao, Z, Wang, H X, Guo, Y, et al. Relationship between just world belief and depression of college students:the multiple mediators of hope and forgiveness[J]. Chinese Journal of Behavioral Medicine and Brain Science, 2020,29(01):70-73.
[30] Snyder, C R, Lopez, S J, Shorey, H S, et al. Hope theory, measurements, and applications to school psychology[J]. School Psychology Quarterly, 2023,18(02):122-139.
[31] Yao, R S, & Guo, M S. The mediating effects of hope on the relationship between social support and social happiness in college students[J]. Psychological Exploration, 2018,38(02):164-170.
[32] Reichard, R J, Avey, J B, Lopez, S, et al. Having the will and finding the way: A review and meta-analysis of hope at work[J]. Positive Psychology, 2013,8(04):292-304.
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