父母养育压力对儿童问题行为的影响:养育方式的中介作用

doi:10.16187/j.cnki.issn1001-4918.2015.03.09

摘要/Abstract

摘要： 本追踪研究旨在考察父母养育压力对儿童问题行为的影响方式是否存在差异。被试为364名。6个月时, 父母报告各自的养育压力;24个月时, 父母报告各自的养育方式;48个月时, 父母分别报告儿童的问题行为。结果发现, 母亲养育压力可直接显著正向预测学前期儿童的外显问题行为;父亲的养育方式在其养育压力与学前期儿童的内隐和外显问题行为之间起到了完全中介作用。这表明, 母亲早期养育压力可直接影响学前期儿童的外显问题行为;而父亲养育压力完全通过其养育方式影响学前期儿童的内隐和外显问题行为, 且严厉起主要作用。

关键词: 养育压力, 养育方式, 问题行为, 中介作用, 学前期儿童

Abstract: This longitudinal study aimed to explore whether parenting styles mediated the associations of parenting stress with child behavioral problems. 364 children and their parents participated in this study. Father and mother reported their parenting stress at 6 months, parenting styles at 24 months, as well as behavioral problems of children aged 48 months, respectively. The results showed that parental parenting stress positively and significantly predicted their overprotective and harsh parenting. Maternal overprotective parenting negatively predicted preschoolers' externalizing problems, while paternal overprotective parenting positively predicted internalizing problems. Paternal harsh parenting was positively associated with both internalizing and externalizing problems. Maternal parenting stress was directly related to externalizing problems. However, paternal parenting styles played full mediating effect in the associations of their parenting stress with child internalizing and externalizing problems. These results indicated that maternal parenting stress was directly related to externalizing problems, while paternal parenting stress influenced their parenting styles, which in turn resulted in preschoolers' behavioral problems.

Key words: parenting stress, parenting styles, behavioral problems, mediating effect, preschoolers

中图分类号:

B844

刘亚鹏, 邓慧华, 张光珍, 梁宗保, 陆祖宏. 父母养育压力对儿童问题行为的影响:养育方式的中介作用[J]. 心理发展与教育, 2015, 31(3): 319-326.

LIU Yapeng, DENG Huihua, ZHANG Guangzhen, LIANG Zongbao, LU Zuhong. Association between Parenting Stress and Child Behavioral Problems: The Mediation Effect of Parenting Styles[J]. Psychological Development and Education, 2015, 31(3): 319-326.

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