累积家庭风险与贫困儿童情绪问题的关系:有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2022.01.12

摘要/Abstract

摘要： 对468名贫困家庭儿童（平均年龄=13.76±2.88岁）进行问卷调查，探究累积家庭风险与贫困儿童情绪问题的关系以及学校联结的中介效应与自尊的调节效应。结果发现：（1）累积家庭风险能正向预测贫困儿童情绪问题；（2）学校联结在累积家庭风险和情绪问题之间起中介作用，即累积家庭风险可影响贫困儿童的学校联结，进而导致儿童情绪问题；（3）自尊在中介的前半路径“累积家庭风险→学校联结”路径上起调节作用。具体而言，自尊可以缓冲低累积家庭风险对学校联结的影响，但随着累积家庭风险水平的增高，自尊的缓冲作用也在逐渐减弱和丧失，符合“杯水车薪”调节模式。研究结果提示，累积家庭风险和学校联结均是贫困儿童情绪问题的重要预测因素。与此同时，对贫困儿童高自尊的保护作用可能不宜过分乐观。

关键词: 贫困儿童, 情绪问题, 累积家庭风险, 学校联结, 自尊

Abstract: With a sample of 468 Chinese impoverished children (mean age=13.76 years, SD=2.88), the current study aimed to examine the association between cumulative family risk and emotional problems, and further to explore the potential mediating role of school connectedness and the potential moderating role of self-esteem on such relationship. Results showed that:(1) Cumulative family risk positively predicted emotional problems among impoverished children; (2) School connectedness played a mediating role in the relationship between cumulative family risk and emotional problems, that is, cumulative family risk could predict children's emotional problems in poverty via school connectedness; (3) Self-esteem served as a moderator between cumulative family risk and school connectedness. Specifically, self-esteem buffered the impact of cumulative family risk on school connectedness, and this buffering effect of self-esteem was smaller under a higher level of cumulative family risk. Overall, these findings suggested that family risk factors and school connectedness are key predictors of children's emotional problems in poverty, and we should not be over-optimistic about the protective role of self-esteem in impoverished children.

Key words: impoverished children, emotional problems, cumulative family risk, school connectedness, self-esteem

中图分类号:

B844

袁言云, 王志航, 孙庆, 王东方, 尹霞云, 黎志华. 累积家庭风险与贫困儿童情绪问题的关系:有调节的中介模型[J]. 心理发展与教育, 2022, 38(1): 100-108.

YUAN Yanyun, WANG Zhihang, SUN Qing, WANG Dongfang, YIN Xiayun, LI Zhihua. The Relationship between Cumulative Family Risk and Emotional Problems among Impoverished Children: A Moderated Mediation Model[J]. Psychological Development and Education, 2022, 38(1): 100-108.

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