母亲拒绝与多巴胺基因对学前儿童外化问题的联合作用:努力控制的近端机制

doi:10.16187/j.cnki.issn1001-4918.2025.04.08

摘要/Abstract

摘要： 选取山东和河北农村地区两所幼儿园中的285名学前儿童及其母亲为研究对象,由母亲报告其拒绝行为、儿童外化问题和努力控制,使用唾液采集儿童基因数据,采用多基因累加得分研究范式考察母亲拒绝与多巴胺基因对学前儿童外化问题的作用及机制。控制儿童性别、年龄和父母受教育程度后,结果发现:(1)母亲拒绝显著正向预测儿童外化问题;(2)母亲拒绝与多巴胺基因累加得分对儿童外化问题的交互作用显著,符合“素质压力模型”,即相比多基因累加得分较高的儿童,得分较低的儿童在经历母亲拒绝后外化问题更多;(3)母亲拒绝与多巴胺基因累加得分对儿童外化问题的交互效应通过儿童努力控制产生作用。研究结果为该领域的理论发展和干预研究提供了支持。

关键词: 母亲拒绝, 多巴胺基因累加得分, 努力控制, 外化问题, 学前儿童

Abstract: Two hundred and eighty-five preschool children and their mothers were recruited as participants to examine the effect and mechanism of maternal rejection and dopaminergic genes on children’s externalizing behavior. Mothers reported their rejective parenting behaviors, children’s externalizing behaviors, and effortful control. Children’s dopaminergic genes were typed by collecting saliva. After controlling children’s sex, age, and parental education levels, results showed that: (1) Maternal rejection was a significant predictor of children’s externalizing behavior; (2) There was a significant interaction between maternal rejection and dopamine polygenic cumulative scores on children’s externalizing behaviors. The interaction was in line with the “diathesis-stress model”. That is, compared with children with higher polygenic cumulative scores, children with lower scores showed more externalizing behaviors when experienced maternal rejection; (3) The mediating role of children’s effortful control was significant in the above interaction. These findings provide support for theoretical development and intervention research in the field.

Key words: maternal rejection, dopamine polygenic cumulative score, effortful control, externalizing behavior, preschooler

中图分类号:

B844

邢淑芬, 白荣, 刘霞, 李森. 母亲拒绝与多巴胺基因对学前儿童外化问题的联合作用:努力控制的近端机制[J]. 心理发展与教育, 2025, 41(4): 518-527.

XING Shufen, BAI Rong, LIU Xia, LI Sen. Combined Effects of Maternal Rejection and Dopaminergic Polygenes on Externalizing Behavior in Preschoolers: A Proximal Mechanism of Effortful Control[J]. Psychological Development and Education, 2025, 41(4): 518-527.

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