家庭社会经济地位对流动和城市学步儿社会适应的影响:母亲敏感性和依恋安全感的链式中介作用

doi:10.16187/j.cnki.issn1001-4918.2021.06.05

摘要/Abstract

摘要： 该研究采用行为观察及编码的方式对81个家庭（39个流动家庭，42个城市家庭）的母亲敏感性和学步儿依恋安全性进行了评估，同时由母亲报告家庭社会经济地位相关的人口统计学信息和学步儿的社会适应程度，旨在探讨家庭社会经济地位与学步儿社会适应的关系，以及母亲敏感性和依恋关系在其中的作用。结果发现：（1）流动学步儿和城市学步儿在家庭养育环境和社会适应结果方面都存在明显差异，流动家庭比城市家庭的社会经济地位低，流动家庭母亲比城市家庭的母亲较不敏感，流动学步儿比城市学步儿的依恋关系更不安全，同时流动学步儿也表现出较差的社会适应能力和更多的外显行为问题以及失调问题；（2）家庭社会经济地位通过母亲敏感性和依恋关系影响学步儿社会适应的链式中间模型在城市学步儿中部分成立，在流动学步儿中不成立；即排除性别的作用后，来自高社会经济地位家庭中的城市母亲表现出的敏感性较高，与学步儿间的依恋关系越安全，这些城市学步儿的社会适应问题也较少；（3）在流动家庭中，无论家庭社会经济地位如何，敏感性较高的母亲与学步儿间的依恋关系越安全，这些流动学步儿的适应能力也越强。

关键词: 社会经济地位, 母亲敏感性, 依恋安全感, 社会适应, 流动学步儿

Abstract: The present study investigated the influence of social economic status (SES) on urban and migrant toddlers' social adjustment and the mediating effect of rearing quality and toddler-mother relationship. The results showed that:(1) The migrant families' SES, maternal sensitivity and migrant toddlers' attachment security and social competence were significantly lower than their urban counterparts'. Also, migrant toddlers' externalizing problems and dysregulation were significantly more than their urban peers'. There were no significant differences between urban and migrant toddlers on their internalizing problems; (2) In the urban families, after controlling gender differences, SES affects toddlers' social adjustment problems through an indirect path:the chain mediating role of both maternal sensitivity and toddlers' security of child-mother attachment; (3) In the migrant families, regardless of their SES, attachment was positively associated with maternal sensitivity and toddlers' social competence.

Key words: SES, maternal sensitivity, attachment security, social adjustment, migrant toddler

中图分类号:

B844

梁熙, 王争艳, 俞劼. 家庭社会经济地位对流动和城市学步儿社会适应的影响:母亲敏感性和依恋安全感的链式中介作用[J]. 心理发展与教育, 2021, 37(6): 792-799.

LIANG Xi, WANG Zhengyan, YU Jie. Family Socioeconomic Status and Toddlers' Social Adjustment in Rural-to-urban Migration and Urban Families: The Roles of Maternal Sensitivity and Attachment Security[J]. Psychological Development and Education, 2021, 37(6): 792-799.

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