家庭功能与青少年消极冒险行为的关系:一个有调节的中介模型

doi:10.16187/j.cnki.issn1001-4918.2018.02.03

摘要/Abstract

摘要： 为探讨家庭功能影响青少年消极冒险行为的作用机制及条件，采用青少年冒险行为问卷、家庭功能问卷、自尊问卷、同伴群体特征问卷对山东省日照市940名初高中学生进行调查。结果发现：（1）家庭功能不良不仅可直接预测青少年更多的消极冒险行为，而且也可通过使青少年交往更多不良同伴进而使其冒险行为进一步增多；（2）不良同伴交往对青少年消极冒险行为的预测受到个体自尊的调节。低自尊个体更容易受到不良同伴交往的影响而发生更多的消极冒险行为，表现出两风险因素的叠加效应。研究结果提示，家庭是青少年健康成长的基础，家庭功能不良可使青少年适应不良，塑造良好的同伴环境、培养良好的自我素质或可降低这一风险。

关键词: 消极冒险行为, 家庭功能, 不良同伴交往, 自尊, 青少年

Abstract: To explore the mechanism of the relationship between family functioning and adolescent negative risk-taking behavior, the present study hypothesized and examined a moderated mediating model in which deviant peer affiliation mediates the above-mentioned relationship and this mediating effect is moderated by self-esteem, with a sample of 940 middle school and high school students (mean age=14.38 years, SD=1.69) as participants. The participants completed the Family Assessment Device, Peer Group Character Questionnaire, Rosenberg's Self-Esteem Scale, and Adolescent Risk-Taking Behavior Questionnaire. The results showed that:(1) family functioning directly predicted adolescent negative risk-taking behavior and indirectly influence it via deviant peer affiliation as a mediator. (2) The effect of deviant peer affiliation on adolescent negative risk-taking behavior was moderated by self-esteem.Specifically, this effect was much stronger among low self-esteem adolescents than was among high self-esteem adolescents. These findings suggest that family provides the basis of healthy growth for adolescents, and poor family functioning is likely to make adolescents maladaptive,whereas improving adolescent peer context and self system may reduce this risk.

Key words: negative risk-taking behavior, family functioning, deviant peer affiliation, self-esteem, adolescent

中图分类号:

B844

王冰, 田录梅, 董鑫月. 家庭功能与青少年消极冒险行为的关系:一个有调节的中介模型[J]. 心理发展与教育, 2018, 34(2): 146-154.

WANG Bing, TIAN Lumei, DONG Xinyue. The Relationship between Family Functioning and Adolescent Negative Risk-taking Behavior: A Moderated Mediating Model[J]. Psychological Development and Education, 2018, 34(2): 146-154.

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