班级同学关系与青少年外化问题行为:自尊和亲子亲合的作用

doi:10.16187/j.cnki.issn1001-4918.2018.06.12

摘要/Abstract

摘要： 采用问卷法对1694名中学生进行调查，考察自尊在班级同学关系和青少年外化问题行为之间的中介作用，以及该中介过程是否受到亲子亲合（父子亲合和母子亲合）的调节。结果发现：（1）控制性别和年龄之后，班级同学关系对青少年外化问题行为具有显著的负向预测作用；（2）班级同学关系不仅可以直接负向预测外化问题行为，还可以通过自尊间接预测外化问题行为；（3）父子亲合和母子亲合均在班级同学关系与自尊的关系间起调节作用；（4）父子亲合而非母子亲合能够调节班级同学关系对外化问题行为的直接影响。总之，班级同学关系通过自尊的部分中介作用影响青少年的外化问题行为，且父子亲合和母子亲合进一步对该过程起到不同的调节作用。

关键词: 青少年, 同学关系, 外化问题行为, 自尊, 亲子亲合

Abstract: To explore the mediating role of self-esteem in association between classmate relationship and adolescents' externalizing problem behavior as well as the moderating effect of parental cohesion (parent-child cohesion and mother-child cohesion), 1694 middle school students completed Class Environment Scale, Problem Behavior Questionnaire, Rosenberg Self-esteem Scale and Family Adaptability and Cohesion Evaluation Scale. Results were as follows:(1) After controlling for gender and age, classmate relationship negatively predicted adolescents' externalizing problem behavior; (2) classmate relationship influenced externalizing problem behavior directly and indirectly through self-esteem; (3) both father-child cohesion and mother-child cohesion moderated the association between classmate relationship and self-esteem; (4) father-child cohesion rather than mother-child cohesion could moderate the direct association between classmate relationship and externalizing problem behavior. In a word, the classmate relationship affected adolescents' externalizing problem behavior through the partially mediated role of self-esteem, and the father-child cohesion and mother-child cohesion further modrated the process in different way.

Key words: adolescent, classmate relationship, externalizing problem behavior, self-esteem, parent-child cohesion

中图分类号:

B844

张永欣, 周宗奎, 丁倩, 魏华. 班级同学关系与青少年外化问题行为:自尊和亲子亲合的作用[J]. 心理发展与教育, 2018, 34(6): 732-741.

ZHANG Yongxin, ZHOU Zongkui, DING Qian, WEI Hua. Classmate Relationship and Externalizing Problem Behavior in Adolescent: The Role of Self-esteem and Parent-child Cohesion[J]. Psychological Development and Education, 2018, 34(6): 732-741.

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