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发表刊物：PeerJ

关键字：High school studentsAfter return to schoolCOVID-19Core self-evaluationPositive coping stylesNegative coping stylesSchool adaptationMediation

摘要：Background. To explore the direct effect of core self-evaluation and the indirect effects of positive and negative coping styles on school adaptation of high school students after their return to school during the COVID-19 pandemic. Methods. The Core Self-Evaluation Scale, Simple Coping Style Scale, and School Adaptation Questionnaire were used for the psychometric analysis of 500 high school students (229 males and 271 females) one month after their return to school. The bootstrap method was applied for mediation analysis. Results. A positive correlation was noted between core self-evaluation and school adaptation (r = 0.56), and the predictive effect was significant (beta = 0.43). Core selfevaluation positively predicted positive coping styles, which positively predicted school adaptation, while core self-evaluation negatively predicted negative coping styles, which negatively predicted school adaptation. Positive and negative coping styles played a significant mediating role between core self-evaluation and school adaptation. The mediating effect included the indirect effects generated by two pathways: core selfevaluation - positive coping style - school adaptation (95% CI [0.08-0.19]) and core Conclusion. There is a positive association between the core self-evaluation and school adaptation of high school students after their return to school during the COVID19 pandemic. It may directly or indirectly affect the school adaptation of high school students after their return to school through positive or negative coping styles. After returning to school, educators should guide students to view themselves positively, cultivate healthy core self-evaluation, and enable them to have good school adaptation.

论文类型：SCI

通讯作者：王秋林

卷号：11

ISSN号：2167-8359

是否译文：否

发表时间：2023-10-31

收录刊物：SCI

发布期刊链接：https://peerj.com/articles/15871/