父母教养方式对初中生社交焦虑的影响：同伴接纳和反刍思维的链式中介作用

doi:10.16187/j.cnki.issn1001-4918.2024.01.11

摘要/Abstract

摘要： 为探讨父母教养方式对初中生社交焦虑的影响及其作用机制,基于社交焦虑的认知行为框架,本研究构建了一个链式中介作用模型,重点考察了同伴接纳和反刍思维的链式中介作用。采用问卷法,对518名初中生的父母教养方式、同伴接纳、反刍思维及社交焦虑的情况进行调查。结果表明:(1)父母积极、消极教养方式、社交焦虑、反刍思维和同伴接纳之间两两显著相关;(2)消极父母教养(拒绝、过度保护)对子女社交焦虑有正向预测作用;(3)积极父母教养、消极父母教养对社交焦虑的影响均包括两条路径:反刍思维的单独中介作用,同伴接纳—反刍思维的链式中介效应。本研究丰富了中学生社交焦虑领域的研究成果,为预防和干预青少年社交焦虑验证了相关理论。

关键词: 父母教养方式, 社交焦虑, 同伴接纳, 反刍思维, 初中生

Abstract: This study aimed to explore the effect and mechanism of Parenting styles on social anxiety of junior high school students. Based on a Cognitive-behavioral framework of social anxiety, and in order to clarify the relationship between parental rearing styles and social anxiety and its mechanism, the present study constructed a chain mediation model, focusing on the chain mediation of peer acceptance and rumination. Questionnaire method was used to investigate the relationship of parental rearing patterns, peer acceptance, rumination and social anxiety of 518 junior high school students. The results showed that: (1) Positive and negative parenting styles, social anxiety, rumination and peer acceptance were significantly correlated; (2) Negative parenting (rejection, over-protection) has a positive predictive effect on children’s social anxiety;(3) The influence of positive parenting and negative parenting styles on social anxiety includes two paths: the single mediating effect of rumination and the chain mediating effect of peer acceptance and rumination. This study enriches the research achievements in the field of middle school students’ social anxiety, and validates the related theories for preventing and intervening adolescents’social anxiety.

Key words: parenting styles, social anxiety, peer acceptance, rumination, junior high school students

中图分类号:

B844

秦瑶, 彭运石. 父母教养方式对初中生社交焦虑的影响：同伴接纳和反刍思维的链式中介作用[J]. 心理发展与教育, 2024, 40(1): 103-113.

QIN Yao, PENG Yunshi. The Effect of Parenting Styles on Social Anxiety in Junior High School Students: The Chain Mediated Role of Rumination and Peer Acceptance[J]. Psychological Development and Education, 2024, 40(1): 103-113.

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