Perceived school climate and the life satisfaction of junior high school students: the mediating role of negative cognitive emotion regulation strategy and the moderating role of family cumulative risk
10.3760/cma.j.cn371468-20241224-00616
- VernacularTitle:感知学校氛围与初中生生活满意度：消极认知情绪调节策略的中介和家庭累积风险的调节作用
- Author:
Ziwen WANG
1
;
Haiqi WANG
;
Lifeng ZHANG
;
Ting ZHOU
;
Xianli GUO
Author Information
1. 上海市嘉定区妇幼保健院妇保科，上海 201821
- Publication Type:Journal Article
- Keywords:
Family cumulative risk;
Cognitive emotion regulation strategy;
Perceived school climate;
Life satisfaction;
Junior high school student
- From:
Chinese Journal of Behavioral Medicine and Brain Science
2025;34(7):639-644
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the influence and mechanism of perceived school climate on life satisfaction of junior high school students.Methods:From June to September 2022, students in sixth, seventh and eighth grade of junior high school were surveyed by the perceived school climate scale, the family cumulative risk-related questionnaire, the cognitive emotion regulation strategy questionnaire and the life satisfaction scale.SPSS 25.0 software was used to process data and the macro program PROCESS 4.1 was used for model testing.Results:(1) The total scores of perceived school climate, negative cognitive emotion regulation strategy, life satisfaction and family cumulative risk were 83.00(19.00), 21.00(8.00), 23.00(9.00) and 1.00(2.00), respectively.(2) Perceived school climate was significantly and negatively correlated with negative cognitive emotion regulation strategy and family cumulative risk( r=-0.30, -0.40, both P<0.01), while significantly and positively correlated with life satisfaction ( r=0.51, P<0.01).Negative cognitive emotion regulation strategy was significantly and negatively correlated with life satisfaction ( r=-0.37, P<0.01), while significantly and positively correlated with family cumulative risk ( r=0.29, P<0.01). Family cumulative risk was significantly and negatively correlated with life satisfaction ( r=-0.45, P<0.01). (3) Negative cognitive emotion regulation strategy played a mediating role between perceived school climate and life satisfaction, and the mediating effect accounted for 13.46%(0.07/0.52) of the total effect. (4) Family cumulative risk played a moderating role in the relationship between perceived school climate and life satisfaction, and between perceived school climate and negative cognitive emotion regulation strategy. Specifically, as the level of family cumulative risk decreased, the positive predictive effect of perceived school climate on life satisfaction significantly increased ( βsimple=0.42, P<0.001). Perceived school climate significantly and negatively predicted negative cognitive emotion regulation strategy under the condition of low level family cumulative risk ( βsimple=-0.30, P<0.001). Conclusion:Under the condition of low family cumulative risk in junior high school students, the perceived positive school climate can help reduce negative cognitive emotion regulation strategy, thereby improving life satisfaction.
