為探討孤兒學生自我污名、解釋風格、領悟社會支持與消極情緒之間的關系,采用問卷測量法對某省立孤兒學校815名孤兒學生施測,結果發現:自我污名既可直接正向預測,也可經積極解釋風格、領悟社會支持以及積極解釋風格–領悟社會支持鏈的多重中介作用間接正向預測孤兒學生的消極情緒。研究結果可為孤兒學校開展降低孤兒學生消極情緒的心理健康教育干預提供理論依據。

The present study aimed to investigate the relationship among self-stigma, explanatory style, perceived social support and negative emotions among orphan students. A questionnaire survey was conducted among 815 orphan students in a provincial orphan school. The results showed that: 1) self-stigma positively predicted negative emotions directly; 2) positive explanatory style,perceived social support and their chain partially mediated the relationship between self-stigma and negative emotions. The results provided a theoretical basis for the educational intervention to make the orphan students’ negative emotions lower in orphan schools.