累积生态资源在积极心理健康教育中的作用——对青少年意向性自我调节培养机制的实证研究

通过对1 154名初一至高三学生的调查，探索累积生态资源、青少年自我效能感与意向性自我调节三者之间的关系。具体来说，青少年拥有的生态资源数量正向预测意向性自我调节水平，而青少年的自我效能感中介作用于生态资源数量与意向性自我调节的关系。这表明，累积生态资源既可直接对青少年意向性自我调节产生积极影响，又可通过自我效能感对意向性自我调节产生间接作用。因此，在推进积极心理健康教育的进程中，需要凸显青少年在自身发展中的自主性以及多重生态资源的联合作用。

The Role of Cumulative Ecological Resources in Positive Mental Health Education:An Empirical Study on the Training Mechanism of Intentional Self-Regulation of Adolescents

Through a survey of 1,154 students from the first year of junior high school to the third year of senior high school,this paper explores the relationship among the accumulation of ecological resources,teenagers' sense of self-efficacy and intentional self-regulation.Specifically,the amount of ecological resources owned by adolescents positively predicts the level of intentional self-regulation,while adolescents' self-efficacy mediates the relationship between the quantity of ecological resources and intentional self-regulation.This shows that the accumulation of ecological resources can not only have a positive impact on teenagers' intentional self-regulation directly,but also have an indirect effect on intentional self-regulation through self-efficacy.Therefore,in the process of promoting positive mental health education,it is necessary to highlight the autonomy of teenagers in their own development and the joint role of multiple ecological resources.