The development of positive psychology lead to a dual-factor approach in combining subjective well-being（SWB）and psychopathology for a more comprehensive understanding of mental health.Psychological capital（PsyCap）and teaching behaviors（TB）are focus of latest research as to their impact on adolescents’mental health indicators.In our cross-sectional study we investigated 760 Chinese middle school students from grades 7 and 8 on self-report scales as to their spread on four mental health groups in... 

【文章頁數(shù)】：85 頁

【學位級別】：碩士

【文章目錄】：
ABSTRACT
ACKNOWLEDGEMENTS
Chapter Ⅰ: Introduction
    1.1. Background
    1.2. The Aim of the Study
    1.3. Significance of the Study
    1.4. Theoretical Background
        1.4.1. Theories
            1.4.1.1. Mental health concepts and the dual-factor model
            1.4.1.2. The dual-factor model applied across age
            1.4.1.3. Cultural factors and mental health group membership
            1.4.1.4. Psychological capital
                1.4.1.4.1. Psychological capital and mental health
            1.4.1.5. Teaching behavior
                1.4.1.5.1. Teaching behavior and academic achievement
                1.4.1.5.2. Teaching behavior and mental health
                1.4.1.5.3. Teaching behavior-open issues
            1.4.1.6. Psychological capital, teaching behavior, and mental health:their interrelation
        1.4.2. Perspectives
            1.4.2.1. The bioecological system
            1.4.2.2. Social constructivism
    1.5. Research Questions and Hypotheses
Chapter Ⅱ: Research Methods
    2.1. Research Design
    2.2. Participants
    2.3. Measurements
        2.3.1. Student's Life Satisfaction Scale
        2.3.2. Positive and Negative Affect Schedule for Children
        2.3.3. Youth Self-Report
        2.3.4 Teaching Behavior Questionnaire
        2.3.5. Positive Psychological Questionnaire
    2.4. Procedure
    2.5. Data Analysis
Chapter Ⅲ: Results
    3.1. Distributional and Correlational Properties
    3.2. General Levels of SWB and Psychopathology as Indicators forParticipants'Mental Health
    3.3. Group Differences in Psychological Capital and Teaching Behavior
    3.4. Prediction of SWB and Psychopathology on PsyCap and TeachingBehavior
    3.5. PsyCap as a Mediator Between Teaching Behavior and Students'MentalHealth
    3.6. PsyCap as a Moderator Between Teaching Behavior and Students'Mental Health
Chapter Ⅳ: Discussion
    4.1. Findings of the Study
        4.1.1. Mental health group distributions
        4.1.2. The significance of PsyCap for students'mental health
        4.1.3. The significance of teaching behavior for students'mental health
        4.1.4. PsyCap moderates negative teaching and students'psychopathology
        4.1.5. PsyCap mediates positive teaching and students'mental health
    4.2. Limitations
Chapter Ⅴ: Conclusion and Implications for School Practice
    5.1. Conclusion
    5.2. Implications for School Practice
References
Appendix



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