The Impact of Social Support and Cognitive Reappraisal on College Students’ Self-Efficacy

本研究着重探索大学生社会支持、自我效能感以及认知重评三者间的关联机制，同时验证认知重评在社会支持影响自我效能感进程里的中介作用，为提升大学生压力应对能力提供实证依据并给出干预建议，研究运用社会支持评定量表、自我效能感量表以及情绪调节策略问卷，针对四川地区305名在校大学生开展问卷调查。研究结果说明，大学生社会支持、自我效能感以及认知重评两两之间呈现正相关关系，相关系数皆在0.34~0.59之间，社会支持对自我效能感以及认知重评均有正向预测作用，认知重评在社会支持与自我效能感之间发挥部分中介作用，其效应值占总效应的58.06%，研究结论为，大学生社会支持可凭借提高认知重评能力间接提升自我效能感，高校可借助优化社会支持网络、培养积极情绪调节策略，促进大学生心理韧性发展。本研究为心理健康教育的精细化干预提供理论支撑。This study focuses on exploring the correlation mechanism among college students’ social support, self-efficacy, and cognitive reappraisal, and verifying the mediating role of cognitive reappraisal in the process of social support affecting self-efficacy, so as to provide empirical basis and give intervention suggestions for improving college students’ stress coping ability. The study uses the Social Support Rating Scale, Self-Efficacy Scale, and Emotion Regulation Strategy Questionnaire to carry out a questionnaire survey among 305 college students in Sichuan region. The research results show that there is a positive correlation among college students’ social support, self-efficacy, and cognitive reappraisal, and the correlation coefficients are all between 0.34 and 0.59. Social support has a positive predictive effect on both self-efficacy and cognitive reappraisal. Cognitive reappraisal plays a partial mediating role between social support and self-efficacy, and its effect value accounts for 58.06% of the total effect. The research conclusion is that college students’ social support can indirectly improve self-efficacy by improving cognitive reappraisal ability. Colleges and universities can promote the development of college students’ psychological resilience by optimizing the social support network and cultivating positive emotion regulation strategies. This study provides theoretical support for the refined intervention of mental health education.