Abstract：Objective To explore the relationship between undergraduates' school identity and psychological adjustment and mediating effect of collective self-esteem. Methods A new undergraduate school identity questionnaire was compiled. Confirmatory factor analysis showed that the questionnaire structure was relatively fitting good. The school identity questionnaire and other self-report questionnaires were used to investigate school identity, collective self-esteem, depression, anxiety, subjective well-being, and their interrelations. Participants consisted of 443 college students in Shanghai. Results ① School identity, collective self-esteem, and subjective well-being of students from college first-grade were higher than those from college second-grade, and students from college first-grade were less anxious and depressive than those from college second-grade. Particularly, boys from college second-grade were more anxious than girls from college second-grade. ② Collective self-esteem played a partial mediating role between school identity and subjective well-being, and school identity and depression. The mediating effects were 54.54% and 58.24%, respectively. Collective self-esteem played a fully mediating role in relationship between school identity and anxiety. Conclusion Undergraduates' school identity not only shows direct impact on their psychological adjustment, but also has indirect impact through collective self-esteem. Undergraduates' school identity has great influence on their psychological adjustment and group self-esteem plays a unique role between school identification and psychological adaptation.
田春燕，李 丹，范逸之，赵 越. 大学生的学校认同与心理适应：集体自尊的中介作用[J]. 教育生物学杂志, 2017, 5(3): 149-.
TIAN Chunyan, LI Dan, FAN Yizhi, ZHAO Yue. Undergraduate's school identity and psychological adjustment: mediating role of collective self-esteem. JOURNAL OF BIO-EDUCATION, 2017, 5(3): 149-.