| Resilience refers to an individual’s ability to successfully adapt and cope with stress and adversities.With the development of positive psychology,resilience as the ability to recover from stressful events has received a lot of attentions from researchers.Especially during adolescence,when individuals experience multiple physical and psychological changes,resilience undoubtedly plays an important role in the active adaptation of junior high school students.In the long term,maladaptation in adolescence is significantly associated with many adverse outcomes in adulthood.Therefore,resilience is worth to explore in further research as an ability to cope with adversity requires.Objectives:Under the framework of resilience theory,with resilience as the key variable,the present study investigated the influence of proximal factors such as personality traits,family environment,peer relationships and stressors et al,explored the distribution characteristics of resilience,screened the important influencing factors that affected resilience,and refineed the mediating,moderating and interactive effects between personality traits,environmental factors and resilience,explored the developmental trajectory of resilience of junior high school students and its influence on adaptation quality.Finally,the study constructed a complete development process with resilience as the center in a holistic perspective,which could enrich the theory of resilience and provide a basis for promoting the mental health of junior high school students.Methods:Study 1:Analysis of factors affecting resilience in junior high school students——Based on a cross-sectional survey.This study was a cross-sectional study design.A stratified random cluster sampling method was used to conduct questionnaire survey with students from six junior high schools in Changchun city.Finally,6078 valid questionnaires were retrieved,and with a 96.7%questionnaire efficiency rate.SPSS 24.0 and R 4.1.0 softwares were used as statistical analysis tools.Independent sample t-test,variance test and Pearson correlation were used to analyze single influencing factors.Finally,multiple linear regression,random forest regression and complex network analysis were used to analyze the multi-influencing factors of resilience.Study 2:Path analysis of influencing factors of resilience in junior high school students——Based on a longitudinal survey.This study was a longitudinal study design.Two schools from cross-sectional survey were able to cooperate with the longitudinal survey,which was conducted at an interval of 6 months,followed by two waves,resulting in 2037 students who completed the three surveys.AMOS 26.0 software was used to construct structural equation models focusing on internal personality traits and external environmental factors,respectively.The mediating effect of each pathway was examined using the PROCESS3.4 and BOOTSTRAP method based on bias correction.Multicluster path analysis was used to test the pathway variability differences of the family environmental factors with resilience in the high and low level of peer support groups.Finally,the interaction between intra-and extra-factors with the resilience were examined under the stimulus of the stressor.Study 3:The developmental trajectory of resilience and its relationships with adaptive quality in junior high school students.This study was a longitudinal study design,which included 2037 study samples.MPLUS 8.1 was used to construct an unconditional latent variable growth model and a latent variable mixed growth model to explore the developmental trajectory of resilience from variable and individual research perspectives,respectively.Then,a parallel latent variable growth model was useed to examine the relationships between the developmental trajectory of resilience and the developmental trajectory of adaptive quality.Finally,in a holistic perspective,a resilience-centered developmental cascade model was created.Study 4:A qualitative study of resilience in junior high school students.This study used purposive sampling method with 17 junior high school students and 10 teachers to explore other possible influenceing factors on junior school students’resilience,and to interpret and supplement the results of the three studies above.Results:Study 1:Analysis of factors affecting resilience in junior high school students——Based on a cross-sectional survey.（1）The mean score of the resilience in junior high school students was（3.24±0.59）.Statistical significant differences（P<0.05）in junior high school students’resilience were found between gender（boys>girls）,grade（grade one>grade two/grade three）,only-child（yes>no）,left-behind students（no>yes）,and parents’marital status（non-divorced>divorced）.（2）The results of the multiple linear regression model showed that internal personality traits explained the highest degree of resilience,reaching 62.5%.In addition,as subjective family economic status increasing,students with more rigorous,pleasant,open and exocentric personality traits,higher self-efficacy,higher sense of hope,higher emotional intelligence,stronger interpersonal skills,and stronger support atmosphere of father-child,mother-child and friend-child,and the higher level of resilience in junior school students（P<0.05）.Conversely,neuroticism,conflict atmosphere of mother-child,friend-child,negative life events,parental psychological control parenting style,and childhood emotional neglect and abuse had negative predictive effects on junior high school students’resilience（P<0.05）.The results of the random forest regression model showed the importance of influencing factors of resilience,further supporting the results of the multiple linear regression model that internal personality traits played dominant role in predicting resilience.The results of the complex network model showed that resilience was strongly and directly related to neuroticism,childhood emotional neglect and abuse,hopefulness,et.al.Other variables such as gender,grade,and subjective family economic status could indirectly influence resilience by affecting other variables.Five variables with highest nodal strength were ranked as follow:resilience,neuroticism,support atmosphere of mother-child,openness,and gender.Five variables with highest closeness centrality were ranked as follow:resilience,neuroticism,childhood emotional neglect and abuse,gender,and openness.And five variables with highest betweeness centrality were ranked as follow:resilience,childhood emotional neglect and abuse,gender,neuroticism,and openness.Study 2:Path analysis of influencing factors of resilience in junior high school students——Based on a longitudinal survey.（1）Focusing on internal personality trait,second measurement（T2）hopefulness was found to indirectly mediate the relationships between first measurement（T1）neuroticism/T1 rigor and Third measurement（T3）resilience,with mediating effects of-0.161（95%CI:-0.211-[-0.116]）and 0.305（95%CI:0.232-0.382）,and proportions of mediating effects were 26.3%and 45.2%,respectively.T2 self-control indirectly mediated the relationships between T1 neuroticism/T1 rigor/T1 agreeableness and T3 resilience,with mediating effects of-0.134（95%CI:-0.179-[-0.095]）,0.263（95%CI:0.192-0.335）,0.140（95%CI:0.094-0.190）,and proportions of mediating effects were 21.9%,38.9%,and 30.9%,respectively.T2 self-efficacy was found to indirectly mediate the relationships between T1 neuroticism/T1 rigor and T3 resilience,with mediating effects of-0.140（95%CI:-0.186-[-0.098]）,0.215（95%CI:0.159-0.277）,and proportions of mediating effects were 22.9%and 31.9%,respectively.T2interpersonal competence was found to indirectly mediated the relationships between T1 neuroticism/T1 rigor/T1 agreeableness and T3 resilience,with mediating effects of-0.132（95%CI:-0.178-[-0.092]）,0.203（95%CI:0.151-0.261）,and 0.203（95%CI:0.147-0.267）,and proportions of mediating effects were 21.6%,30.1%and 44.8%,respectively.T2 emotional intelligence indirectly mediated the relationships between T1 neuroticism/T1 rigor/T1 agreeableness/T1 extraversion and T3 resilience,with mediating effects of-0.090（95%CI:-0.130-[-0.056]）,0.161（95%CI:0.098-0.228）,0.125（95%CI:0.084-0.175）,and 0.125（95%CI:0.085-0.171）,and proportions of mediating effects were 14.7%,23.9%,27.6%,and 29.3%,respectively.（2）Focusing on external environmental factors,we found that T2 family support atmosphere indirectly mediated the relationships between T1 subjective family economic status and T3 resilience,with a mediating effect of 1.319（95%CI:0.883-1.784）and a mediating effect ratio of 42.5%.T2 family support atmosphere/T2 family conflict atmosphere indirectly mediated the relationships between T1 parental psychological control parenting style and T3 resilience,with mediating effect of-0.164（95%CI:-0.206-[-0.122]）,-0.096（95%CI:-0.155-[-0.047]）and mediating effect ratio of 35.3%and 20.7%,respectively.T2 family support atmosphere/T2 family conflict atmosphere indirectly mediated the relationships between T1 childhood emotional neglect and abuse and T3 resilience,with mediating effect of-0.183（95%CI:-0.223-[-0.140]）and-0.082（95%CI:-0.137-[-0.041]）,and mediating effect ratios of 35.3%and 16.1%,respectively.The results of the multicluster path analysis model examining the variability of the mediation model in the high and low groups of peer support showed that peer support moderated the pathways"family support atmosphere→resilience"（difference in effect values=-3.966,P<0.001）,"subjective family economic status→resilience"（difference in effect values=3.018,P=0.002）,"parental psychological control→family support atmosphere"（difference in effect values=3.960,P<0.001）,"parental psychological control→family conflict atmosphere"（effect value difference=-2.795,P=0.005）,"childhood emotional neglect and abuse→family support atmosphere"（effect value difference=-2.575,P=0.010）,and"childhood emotional neglect and abuse→family conflict atmosphere"（effect value difference=-3.472,P<0.001）.（3）The three interactions between negative life events×personality type×integrated environmental factors significantly affected resilience（P<0.001）.The negative predictive effect of T1/T2 negative life events on T2/T3 resilience was strongest when junior high school students were with low control type and lower level of integrated environmental factors（b1=-1.170,P<0.001;b2=-1.924,P<0.001）.The negative predictive effect of T1/T2 negative life events on T2/T3 resilience was weakest when junior high school students were with positive type and higher level of integrated environmental factors（b1=-0.090,P>0.05;b2=-0.104,P>0.05）.Study 3:The developmental trajectory of resilience and its relationships with adaptive quality in junior high school students.（1）The results of the unconditional latent variable growth curve model found that the level of resilience showed a linear increasing over one and a half years,with a mean value of the model intercept factor of 80.863（P<0.001）and a variance of 177.230（P<0.001）,a mean value of the model slope of 1.700（P<0.001）and a variance of the slope of 18.261（P<0.001）,which indicated an increasing trend and significant individual differences in the three measurements.（2）The developmental trajectory of resilience in junior high school students was heterogeneous and could be divided into three relatively stable and reliable categories:the rising resilience group,the stable resilience group,and the declining resilience group,accounting for 29.6%,62.7%,and 7.8%,respectively.（3）The developmental trajectory of resilience further influenced the developmental trajectory of adaptive quality in junior high school students.The results of the parallel latent variable growth model indicated that initial levels of resilience had significant negative predictive effect on initial levels of anxiety symptoms（estimated value=-0.540,P<0.001）,depressive symptoms（estimated value=-0.822,P<0.001）,and academic burnout（estimated value=-0.739,P<0.001）,and a significant positive predictive effect on life satisfaction（estimated value=0.520,P<0.001）.The initial level of resilience had significant negative predictive effect on the growth rate of anxiety symptoms（estimated value=-0.278,P=0.003）and depressive symptoms（estimated value=-0.297,P=0.002）.The growth rate of resilience had significant negative predictive effect on the growth rate of anxiety symptoms（estimated value=-1.100,P<0.001）,depressive symptoms（estimated value=-2.787,P<0.001）,and academic burnout（estimated value=-2.529,P<0.001）,while it had a significant positive predictive effect on the growth rate of life satisfaction（estimated value=0.383,P=0.007）.（4）The developmental cascade model centered on resilience from a holistic perspective was found to be valid and dynamic in one-way of the"negative life event—resilience—coping style—negative adaptive quality",but the developmental cascade model of"negative life events—resilience—coping style—positive adaptive quality"was not valid.The unidirectional developmental cascade model of"negative life event—resilience—coping style—negative adaptive quality—positive adaptive quality"was valid.Study 4:A qualitative study of resilience in junior high school students.Affecting Factors of resilience in junior high school students were included parental educational anxiety,relationships with siblings,teachers’emotional intelligence,classroom culture,"laying flat"subculture,internet interpersonal communication and internet entertainment,and resilience transmission et al.In order to enhance junior high school students’resilience in the future,it is recommended that the content and teaching methods of mental health classes should be updated,also through setting role models,multiple evaluation systems,home-school co-education,and group activities.Conclusions:（1）Resilience of junior high school students is at an intermediate level and needs to be further strengthened.（2）Internal personality traits is the core element of resilience.External environmental factors play a supporting role in facilitating,accelerating and hindering the development of resilience.The interactions between negative life events,personality traits,integrated environmental factors significantly affected resilience,and this finding verified the validity of Kumpfer theoretical model in this study,and reinforced the key process of the interaction between personality traits and environmental factors affecting resilience in the face of stressful stimulus sources.（3）Resilience in junior high school students shows a linear growth trend,suggesting that junior high school is an ideal period for the development of resilience.The developmental covariances between resilience and anxiety symptoms,depressive symptoms,academic burnout,and life situation were found.There was strong correlation between resilience development patterns and adaptive quality.（4）In the overall perspective,there is a developmental cascade effect between stressors and adaptive quality centered on resilience.This finding suggests,as long as one aspect of middle school students’stressors,resilience,coping style,and adaptive quality can be improved to some extent,a cascade of effects can often be obtained.（5）The qualitative interviews also found that parental educational anxiety,relationship with siblings,teacher’s emotional intelligence,classroom climate,"laying flat"subculture,internet interpersonal communication and internet entertainment,and resilience transfer can affect resilience.The preventive intervention of resilience should start from the perspective of"students-parents-teachers"and improve personal abilities by integrated preventive model. |
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