亲子依恋与初中生人际宽恕的关系:一个有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2018.03.02

摘要/Abstract

摘要： 采用问卷法对浙江省四所初中的502名在校学生进行调查，探讨亲子依恋与人际宽恕的关系，提出一个有调节的中介模型，考察共情的中介作用和自尊的调节作用。结果发现：（1）亲子依恋对初中生人际宽恕既有直接预测作用，又可通过共情间接影响人际宽恕；（2）亲子依恋通过共情的间接效应受到自尊的调节，即相对于低自尊个体，共情对高自尊初中生亲子依恋与人际宽恕关系的影响更显著。本研究表明，安全的依恋关系有利于培养初中生的共情，进而促进人际宽恕，但是较低的自尊水平会阻碍共情作用的发挥。结果提示培养良好的亲子关系和提高自尊水平对于初中生宽恕品质的发展有重要作用。

关键词: 人际宽恕, 亲子依恋, 共情, 自尊, 初中生

Abstract: The present study investigated the relationship between parent-child attachment and interpersonal forgiveness, proposed a moderated mediation model, and examined the mediation effect of empathy and the moderation effect of self-esteem. 502 students in four junior high schools in Zhejiang Province were recruited by questionnaire measures. The results were as follows:(1) Parent-child attachment has both a direct predictive effect on interpersonal forgiveness of junior high school students and indirect influence on interpersonal forgiveness through empathy; (2) the mediation effect of empathy was moderated by self-esteem. To be detailed, empathy had a significant effect on this link of parent-child attachment and interpersonal forgiveness for junior high school students with high self-esteem than for those with low self-esteem. This study shows that a secure attachment relationship is conducive to cultivating junior high school students' empathy and promote interpersonal forgiveness, but lower levels of self-esteem can hinder the exertion of empathy. The results suggest that fostering good parent-child relationship and improving self-esteem level play an important role in the development of junior high school students' forgiveness quality.

Key words: interpersonal forgiveness, parent-child attachment, empathy, self-esteem, junior high school students

苗灵童, 赵凯莉, 杨梦圆, 雷雪, 刘燊, 张林. 亲子依恋与初中生人际宽恕的关系:一个有调节的中介模型[J]. 心理发展与教育, 2018, 34(3): 264-272.

MIAO Lingtong, ZHAO Kaili, YANG Mengyuan, LEI Xue, LIU Shen, ZHANG Lin. Parent-child Attachment and Interpersonal Forgiveness among Junior High School Students: A Moderated Mediation Model[J]. Psychological Development and Education, 2018, 34(3): 264-272.

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