HPA轴系统基因、同伴侵害与青少年攻击行为:共情的中介作用

doi:10.16187/j.cnki.issn1001-4918.2025.04.11

摘要/Abstract

摘要： 青少年攻击行为是遗传和环境相互作用的结果,且具有复杂的认知和情绪过程。本研究考察了HPA轴系统基因与同伴侵害对青少年攻击行为的交互作用以及认知共情、情绪共情的中介作用。结果发现:(1)同伴侵害与HPA轴系统基因交互影响青少年攻击行为,仅在低HPA轴多基因累加得分的个体中,同伴侵害显著增加青少年攻击行为;(2)认知共情而非情绪共情在基因—环境交互作用与攻击行为间发挥中介作用,在低HPA轴多基因累加得分的个体中,同伴侵害通过损害个体的认知共情能力增加攻击行为。本研究为揭示青少年攻击行为的发生机制提供了新的理论视角,提示“基因×环境—内表型—行为”框架在揭示心理与行为潜在机制中具有重要作用。

关键词: HPA轴系统基因, 同伴侵害, 攻击行为, 共情, 有中介的调节模型

Abstract: The extant studies interpreted the gene-environment interactions (G×E) as the different responsiveness or sensitivity to environmental influences between individuals with diverse genotypes and failed to reveal the underlying mechanisms through which the G×E manifest. The present study examined the interaction between HPA-axis multilocus genetic profile score (MGPS) and peer victimization on adolescent aggression, as well as the mediating role of cognitive and affective empathy. The study utilized longitudinal data from a community sample of Chinese adolescents (N = 1076, M_age = 13.31 years, 50.2% girls). The results showed that peer victimization increases adolescent aggressive behavior among those with lower HPA-axis MGPS. Further, the moderating effects were mediated by cognitive rather than affective empathy. For adolescents with lower HPA-axis MGPS, peer victimization was related to lower levels of cognitive empathy, which increased the risk for aggressive behavior. This study provides a new perspective for understanding the etiology of aggressive behavior, emphasizing the importance of exploring the gene-endophenotypes-behavior mechanism.

Key words: HPA-axis system genes, peer victimization, aggression, empathy, mediated moderation model

中图分类号:

B844

宋晓凡, 曹衍淼, 林小楠, 纪林芹, 张文新. HPA轴系统基因、同伴侵害与青少年攻击行为:共情的中介作用[J]. 心理发展与教育, 2025, 41(4): 550-560.

SONG Xiaofan, CAO Yanmiao, LIN Xiaonan, JI Linqin, ZHANG Wenxin. Hypothalamic-pituitary-adrenal Axis Multilocus Genetic Variation, Peer Victimization, and Adolescent Aggression: The Mediating Role of Empathy[J]. Psychological Development and Education, 2025, 41(4): 550-560.

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