大學生的家庭支持與認知共情：一個有調節的中介模型

Family Support and Cognitive Empathy of College Students: A Moderated Mediation Model

先前之研究結果顯著揭示，個體所獲取的支持量對其認知共情能力具有影響作用，然而，截至目前，此關係背後的運作機制尚屬未知。為深入探討其內在的影響機制與作用路徑，本研究聚焦於探析2023名通過自我報告問卷的大學生群體，在家庭支持、核心自我評價、認知共情能力，以及問題性手機使用問題程度之間的調節與中介效應。研究結果明確指出，家庭支持與認知共情之間存在正向關聯。進一步的中介分析則彰顯，核心自我評價在這一關係中扮演了關鍵的中介角色，其影響力尤為顯著。此外，核心自我評價對認知共情的效應還受到問題性手機使用的調節，這一發現尤為引人矚目。值得注意的是，此調節機制並非單純線性，而是依據核心自我評價的不同水準而有所變化。具體而言，當大學生的核心自我評價處於較高水準時，問題性手機使用的增加反而導致認知共情能力的減弱；反之，若核心自我評價偏低，則問題性手機使用的提升或許能在某種程度上提升認知共情。此項研究不僅增進了我們對家庭支持與問題性手機使用如何及何時影響大學生認知共情能力的理解，亦為未來心理學領域的相關研究提供了寶貴的理論與實證基礎。

Previous evidence suggests that the amount of support one received has an impact on the cognitive empathy, however, it is not clear what mechanism underlies this relationship. The present study examined the mediating and moderating mechanism between family support and cognitive empathy in 2,023 college students who completed self-report questionnaires assessing their level of family support, core self-evaluation, cognitive empathy and problematic mobile phone use. The results indicated that family support was positively associated with cognitive empathy. A mediation analysis indicated that core self-evaluation mediated the relationship between family support and cognitive empathy. Furthermore, the effect of core self-evaluation on cognitive empathy was moderated by problematic mobile phone use, depending on the level of core self-evaluation. When the core self-evaluation level of college students is high, the higher the degree of problematic mobile phone use, the lower the level of cognitive empathy ability; when the core self-evaluation level of college students is low, the situation will be the opposite. The current research reveals that family support can enhance core self-evaluation, thereby affecting cognitive empathy, and the effect of core self-evaluation on cognitive empathy was moderated by problematic mobile phone use.