The Influence Of Teacher Support On Interpersonal Adaptability Of College Freshmen:The Mediating Role Of Basic Psychological Needs And Sense Of Coherence

Interpersonal adaptability is an important part of social adaptability.College is an important stage of the development of interpersonal adaptability.During this period,teachers can provide students with direct and significant independent support to promote the development of interpersonal adaptability.Self determination theory（SDT）,which holds that man is a positive organism,confirms that man has three basic psychological needs: ability needs,autonomy needs and relationship needs.Research shows that the satisfaction of three basic psychological needs is the basis for promoting the development of individual interpersonal adaptability.Sense of coherence refers to an individual’s overall feeling and cognition of life,including a sense of understanding,control and meaning.Existing literature shows that teacher support can better improve the psychological consistency level of college freshmen,and individuals with higher psychological consistency level have better adaptability.Basic psychological need satisfaction plays an intermediary role between social support and interpersonal adaptation.Sense of coherence has a high correlation with social support and basic psychological need satisfaction,and psychological consistency can significantly and positively predict interpersonal adaptability.However,the role of teacher support is often ignored in this period,which needs our attention.This study attempts to explore the relationship between Freshmen teachers’ support and interpersonal adaptability,as well as the chain intermediary role of basic psychological needs satisfaction and sense of coherence,so as to provide theoretical and empirical support for improving Freshmen ’interpersonal adaptability.In this study,945 freshmen in a university in Deyang,Sichuan were investigated by perceived teacher support questionnaire,basic psychological needs scale（BPNP）,sense of coherence-13 and China college student adjustment scale（CCSAS）.The final results show that:（1）There are significant differences in gender and family income in teacher support.Boys perceive higher teacher support than girls,and students with lower family income perceive less teacher support;There are significant differences in the level of parental education.The higher the level of parental education,the lower the satisfaction of students’ autonomous needs（2）Teacher support,sense of coherence,basic psychological needs and college interpersonal adaptation were significantly correlated.（3）Teachers’ support positively predicts basic psychological needs,basic psychological needs positively predicts college interpersonal adaptation,and basic psychological needs is an intermediary variable.（4）Teachers’ support positively predicts sense of coherence,and sense of coherence positively predicts college interpersonal adaptability.Psychological consistency is an intermediary variable.（5）Basic psychological needs and sense of coherence play a chain intermediary role in college interpersonal adaptability.