婚姻质量对儿童亲社会行为的影响:父母积极情绪表达和教养行为的链式中介作用及其性别差异

doi:10.16187/j.cnki.issn1001-4918.2022.03.03

摘要/Abstract

摘要： 为探讨父母婚姻质量、情绪表达、教养行为和儿童亲社会行为的关系,研究采用夫妻适应量表、父母情绪表达量表、教养行为量表和长处量表对贵州省某市2所1~6年级的442名学龄儿童父母进行调查。结果表明:(1)父母婚姻质量与儿童亲社会行为显著正相关;(2)父母积极情绪表达和接纳陪伴教养行为在婚姻质量和儿童亲社会行为间起中介作用,包括积极情绪表达独立中介作用、接纳陪伴教养行为独立中介作用和积极情绪表达-接纳陪伴教养行为的链式中介作用;(3)链式中介效应存在儿童性别差异。因此,改善婚姻质量、增加积极情绪表达、持亲和教养行为,有利于促进孩子亲社会行为发展。

关键词: 婚姻质量, 亲社会行为, 积极情绪表达, 教养行为, 儿童

Abstract: To explore the chain mediation mechanism among marital quality, parental emotion expression, parenting behavior and children’s pro-social behavior. Dyadic adjustment scale, self-expression in the family questionnaire, parental parenting behavior and strengths and difficulties questionnaire inventory were employed into this study to investigate parents of 442 pupils from grade 1 to grade 6 in two schools in Guizhou Province. The results show that: (1) marital quality is positively correlated with children's pro-social behavior; (2) positive emotional expression and parental acceptance companionship play a chain mediating effect between marital quality and children’s pro-social behavior,which contain three significant mediating pathways: the separate mediating effect of positive emotional expression parental acceptance companionship, and the chain mediating; (3) There is also significant gender difference in the chain mediating effect. Therefore, the results provided a reference of empirical research for the increasing of children's pro-social behavior by improving marital quality, enhancing positive emotion expression and adopting positive parenting behavior.

Key words: marital quality, pro-social behavior, positive emotion expression, parenting behavior, children

中图分类号:

B844

王斯麒, 赵彬璇, 吴红, 刘伟. 婚姻质量对儿童亲社会行为的影响:父母积极情绪表达和教养行为的链式中介作用及其性别差异[J]. 心理发展与教育, 2022, 38(3): 323-330.

WANG Siqi, ZHAO Binxuan, WU Hong, LIU Wei. The Effects of Marital Quality on Children’s Pro-social Behavior: The Chain Mediating Model of Parental Positive Emotion Expression, Parenting Behavior and the Gender Difference[J]. Psychological Development and Education, 2022, 38(3): 323-330.

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