感知到父母施加的学业压力对不同性别青少年心理适应的影响:自我韧性的保护作用

doi:10.16187/j.cnki.issn1001-4918.2024.04.09

摘要/Abstract

摘要： 本研究旨在考察青少年感知到父母施加的学业压力对青少年心理适应(抑郁、问题行为)的影响,并探讨自我韧性在该关系中的即时和长期保护作用及其性别差异。我国河南省七所中学的2479名初中学生参加了两轮追踪调查,初测平均年龄M = 13.40,SD = 0.60。结果发现:(1)感知到父母施加的学业压力对女生的抑郁和问题行为有即时和长期预测作用,感知到父母施加的学业压力对男生的抑郁有即时和长期预测作用,对男生的问题行为具有长期而非即时的预测作用;(2)自我韧性能缓解青少年感知到父母施加的学业压力对青少年抑郁、问题行为的不良影响,并且该调节作用具有性别差异;(3)自我韧性能缓解父母学业压力对女生抑郁的即时影响、对男生问题行为的长期影响。研究结果证实了自我韧性保护模型,且对促进青少年心理适应健康发展具有实践意义。

关键词: 感知到父母施加的学业压力, 抑郁, 问题行为, 自我韧性, 即时和长期作用

Abstract: The purpose of this study was to examine the effects of adolescents’ perception of parental academic pressure on boys’ and girls’ psychological adaptation (depression, problem behaviors), and to explore the immediate and long-term protective role of ego-resilience in this relationship and its gender differences. 2479 students coming from seven middle schools in Henan Province, China, participated in two waves of follow-up surveys, with mean age at T1 was 13.40 years, SD = 0.60 years. The results found that : (1) Adolescents’ perception of parental academic pressure had a direct immediate and long-term predictive effects on girls’ depression and problem behaviors. Adolescents’ perception of parental academic pressure had an immediate and long-term predictive effect on boys’ depression, and a long-term rather than immediate predictive effect on boys’ problem behaviors; (2) Ego-resilience mitigates the adverse effects of adolescents’ perception of parental academic pressure on adolescents’ depression and problem behaviors, and this moderating effect is gender-specific; (3) Ego-resilience mitigates the immediate effects of adolescents’ perception of parental academic pressure on girls’ depression and the long-term effects on boys’ problem behavior. The results confirm the protective model of ego-resilience and have practical significance in promoting the healthy development of adolescents’ mental adaptation.

Key words: adolescents’ perception of parental academic pressure, depression, problem behavior, ego-resilience, immediate and long-term effects

中图分类号:

B844

熊茗伶, 王泉泉, 熊昱可, 江雯琪, 任萍. 感知到父母施加的学业压力对不同性别青少年心理适应的影响:自我韧性的保护作用[J]. 心理发展与教育, 2024, 40(4): 542-550.

XIONG Mingling, WANG Quanquan, XIONG Yuke, JIANG Wenqi, REN Ping. The Effect of Adolescents’ Perception of Parental Academic Pressure on Psychological Adaptation:The Protective Role of Ego-resilience[J]. Psychological Development and Education, 2024, 40(4): 542-550.

参考文献

Ang, R. P., & Huan, V. S. (2006). Relationship between Academic Stress and Suicidal Ideation: Testing for Depression as a Mediator Using Multiple Regression.Child Psychiatry and Human Development, 37(2), 133-143.
Arul, J., Thirunavukarasu, M., & Rajkumar, R. (2015). Academic stress and depression among adolescents: A cross-sectional study.Indian Pediatrics, 52, 217-219.
Block, J., & Kremen, A. M. (1996). IQ and ego-resiliency: Conceptual and empirical connections and separateness.Journal of Personality and Social Psychology, 70(2), 349-361.
Bongers, I. L., Koot, H. M., van der Ende, J., & Verhulst, F. C. (2003). The normative development of child and adolescent problem behavior.Journal of Abnormal Psychology, 112(2), 179-192.
Campbell, J. R., & Verna, M. (2004). Academic home climates across cultures. In J. R. Campbell, K. Tirri, P. Ruohotie, & H. Walberg (Eds.),Cross-cultural research: Basic issues, dilemmas, and strategies(pp.27-60). Hameenlinna, Finland: Hame Polytechnic.
Chan, D. W. (1995). Depressive symptoms and coping strategies among Chinese adolescents in Hong Kong.Journal of Youth and Adolescence, 24(3), 267-279.
Chen, H. (2012). Impact of parent's socioeconomic status on perceived parental pressure and test anxiety among chinese high school students.International Journal of Psychological Studies, 4(2), 119-124.
Chen, X., He, J., & Fan, X. (2020). Applicability of the Ego-Resilience Scale (ER89) in the Chinese Cultural Context: A Validation Study.Journal of Psychoeducational Assessment, 38(6), 675-691.
Cole, N. N., Nonterah, C. W., Utsey, S. O., Hook, J. N., Hubbard, R. R., Opare-Henaku, A., & Fischer, N. L. (2014). Predictor and moderator effects of ego resilience and mindfulness on the relationship between academic stress and psychological well-being in a sample of Ghanaian college students.Journal of Black Psychology, 41(4), 340-357.
Crystal, D. S., Chen, C., Fuligni, A. J., Stevenson, H. W., Hsu, C. C., Ko, H. J., … Kimura, S. (1994). Psychological maladjustment and academic achievement: A cross‐cultural study of Japanese, Chinese, and American high school students. Child Development, 65(3), 738-753.
Dello-Iacovo, B. (2009). Curriculum reform and 'Quality Education’ in China: An overview.International Journal of Educational Development, 29(3), 241-249.
DiBartolo, P. M., & Rendón, M. J. (2012). A critical examination of the construct of perfectionism and its relationship to mental health in Asian and African Americans using a cross-cultural framework.Clinical Psychology Review, 32(3), 139-152.
Erdogan, E., Ozdogan, O., & Erdogan, M.. (2015). University students' resilience level: The effect of gender and faculty.Procedia-Social and Behavioral Sciences, 186, 1262-1267.
Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology.Child Development, 55(1), 97-111.
Hesketh, T., Lu, L., & Xing, Z. W. (2005). The effect of China's one-child family policy after 25 years.New England Journal of Medicine, 353(11), 1171-1176.
Hirani, S., Lasiuk, G., & Hegadoren, K. (2016). The intersection of gender and resilience.Journal of Psychiatric and Mental Health Nursing, 23(6-7), 455-467.
Hjemdal, O., Vogel, P. A., Solem, S., Hagen, K., & Stiles, T. C. (2011). The relationship between resilience and levels of anxiety, depression, and obsessive-compulsive symptoms in adolescents.Clinical Psychology & Psychotherapy, 18(4), 314-321.
Jaureguizar, J., Garaigordobil, M., & Bernaras, E. (2018). Self-concept, social skills, and resilience as moderators of the relationship between stress and childhood depression.School Mental Health, 10(4), 488-499.
Jun, S., & Choi, E. (2015). Academic stress and Internet addiction from general strain theory framework.Computers in Human Behavior, 49, 282-287.
Kautz, M., Charney, D. S., & Murrough, J. W. (2017). Neuropeptide Y, resilience, and PTSD therapeutics.Neuroscience Letters, 649, 164-169.
Khanehkeshi, A. (2011). The relationship of academic stress with aggression, depression and academic performance of college students in Iran.Journal on Educational Psychology, 5(1), 24-31.
Kim, Y., Kwak, K., & Lee, S. (2015). Does optimism moderate parental achievement pressure and academic stress in Korean children?Current Psychology, 35(1), 39-43.
Kovacs, M., & Staff, M. (2003). Children's Depression Inventory (CDI): Technical Manual Update. Multi-Health Systems.Inc.: North Tonawanda, NY, USA.
Lazarus, R. S.(1974). Psychological stress and coping in adaptation and illness. The International Journal of Psychiatry in Medicine, 5(4), 321-333.
Lazarus,R.S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology, 44(1), 1-22.
Lei, L., Sun, H., Li, D., Guo, F., & Zhang, G. (2007). Comparison study on life consciousness between Chinese, Japanese, Korean, and American high school students.China Youth Study, 7, 1-7.
Li, J. (2004). Parental expectations of Chinese immigrants: A folk theory about children's school achievement.Race Ethnicity and Education, 7(2), 167-183.
Liu, Y., & Lu, Z. (2011). The Chinese high school student’s stress in the school and academic achievement.Educational Psychology, 31(1), 27-35.
Ma, Y., Siu, A., & Tse, W. S. (2018). The role of high parental expectations in adolescents’ academic performance and depression in Hong Kong.Journal of Family Issues, 39(9), 2505-2522.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development.American Psychologist, 56(3), 227-238.
Moksnes, U. K., & Lazarewicz, M. (2019). The association between stress, resilience, and emotional symptoms in Norwegian adolescents from 13 to 18 years old.Journal of Health Psychology, 24(8), 1093-1102.
Monroe, S. M., & Simons, A. D. (1991). Diathesis-stress theories in the context of life stress research: Implications for the depressive disorders.Psychological Bulletin, 110(3), 406-425.
Nolen-Hoeksema, S., & Girgus, J. S. (1994). The emergence of gender differences in depression during adolescence.Psychological Bulletin, 115(3), 424-443.
Önder, A., & Gülay, H. (2008). Ilkögretim 8. sınıf ögrencilerinin psikolojik saglamlıgının çeşitli degişkenler açısından incelenmesi.Dokuz Eylül Vniversitesi Buca Egitim Fakültesi Dergisi, (23),192-197.
Park, Y. A. (2011). The influences of stress and academic self-efficacy on the subjective well-being of elementary school children.Journal of Qingdao Education College, 32(3), 107-120.
Quach, A. S., Epstein, N. B., Riley, P. J., Falconier, M. K., & Fang, X. (2015). Effects of parental warmth and academic pressure on anxiety and depression symptoms in Chinese adolescents.Journal of Child & Family Studies, 24(1), 106-116.
Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N., & Jacke, C. (2015). The perceived role of parental support and pressure in the interplay of test anxiety and school engagement among adolescents: Evidence for gender-specific relations.Journal of Child and Family Studies, 24(12), 3742-3756.
Riley, P. J. (2003).The relationship between parental warmth and parental pressure to achieve with adolescent depression and anxiety in China (Unpublished doctorial dissertation). University of Maryland, College Park.
Rutter, M. (2007). Resilience, competence, and coping. Child Abuse & Neglect, 31(3), 205-209.
Sälzer, C., Trautwein, U., Lüdtke, O., & Stamm, M. (2012). Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality.Learning and Instruction, 22(5), 311-319.
Schraml, K., Perski, A., Grossi, G., & Simonsson-Sarnecki, M. (2011). Stress symptoms among adolescents: The role of subjective psychosocial conditions, lifestyle, and self-esteem.Journal of Adolescence, 34(5), 987-996.
Steinberg, L., & Monahan, K. C. (2007). Age differences in resistance to peer influence.Developmental Psychology, 43(6), 1531-1543.
Sun, J., & Stewart, D. (2007). Age and Gender Effects on Resilience in Children and Adolescents.International Journal of Mental Health Promotion, 9(4), 16-25.
Sürücü, M., & BACANLI, F. (2010). Vniversiteye Uyumun Psikolojik Dayanıklılık ve Demografik Degişkenlere Göre Incelenmesi.Gazi University Journal of Gazi Educational Faculty, 30(2), 375-396.
Wei, J., Gong, Y., Wang, X., Shi, J., Ding, H., Zhang, M., … Shao, N. (2021). Gender differences in the relationships between different types of childhood trauma and resilience on depressive symptoms among Chinese adolescents.Preventive Medicine, 148, 106523. https://doi.org/10.1016/j.ypmed.2021.106523
Windle, M. (1992). A longitudinal study of stress buffering for adolescent problem behaviors.Developmental Psychology, 28(3), 522-530.
Wu, W.F., Lu, Y.B., Tan, F.R., & Yao, S.Q. (2010). Reliability and validity of the Chinese version of Children's Depression Inventory.Chinese Mental Health Journal, 24(10), 775-779.
Yeo, S. K., & Lee, W. K. (2017). The relationship between adolescents’ academic stress, impulsivity, anxiety, and skin picking behavior.Asian Journal of Psychiatry, 28, 111-114.
Zhao, X., Zhu, S., & Ma, G. (2009). Comparison study on basic rights between Chinese, Japanese, Korean, and American high school students.China Youth Study, 6, 1-7.
崔丽霞, 殷乐, 雷雳. (2012). 心理弹性与压力适应的关系:积极情绪中介效应的实验研究.心理发展与教育, 28(3), 308-313.
崔丽霞, 郑日昌. (2005).中学生问题行为的问卷编制和聚类分析. 中国心理卫生杂志, 19(5), 313-315.
方晓义, 张锦涛, 徐洁. (2004). 青少年和母亲知觉的差异及其与青少年问题行为的关系.心理科学, 27(1), 21-25.
侯珂,张云运,骆方,任萍.(2017). 邻里环境、父母监控和不良同伴交往对青少年问题行为的影响. 心理发展与教育, 33(1), 85-94.
林崇德,杨治良,黄希庭.(2003).心理学大辞典. 上海:上海教育出版社.
李蓓蕾,高婷,邓林园,陈珏君, 倪虹. (2019). 初中生核心自我评价在班级环境和学业压力之间的中介作用——性别的调节作用. 心理发展与教育, 35(2), 192-202.
刘丹霓, 李董平. (2017). 父母教养方式与青少年网络成瘾:自我弹性的中介和调节作用检验. 心理科学, 40(6), 1385-1391.
孙仕秀,关影红,覃滟云,张露,范方. (2013). 青少年社会支持与情绪行为问题的关系:心理弹性的中介与调节作用. 中国临床心理学杂志, 21(01), 114-118.
王璐.(2015).中职生心理弹性、应对方式和问题行为的特点及关系研究 (硕士学位论文). 北京师范大学.
张云运, 陈嘉仪, 杨妙, 任萍, 刘思辰.(2021). 父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型.心理发展与教育, 37(2), 211-221.
周跃萍,周莲英.(2004). 不同职业人员工作压力源及压力反应的比较研究.心理学探新, 24(1), 63-65.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	李喜, 张鹏程, 汪海彬. 农村中小学寄宿生亲子关系对抑郁的影响:基于变量中心和个体中心的分析[J]. 心理发展与教育, 2024, 40(4): 524-532.
[2]	黄鹤, 王小英. 正念教养与学前儿童问题行为的关系:亲子关系与心理弹性的链式中介[J]. 心理发展与教育, 2024, 40(4): 533-541.
[3]	王蕾, 邴倩, 赵景欣. 亲子分离背景下的亲子亲合、交感神经系统活动与大学生抑郁的关系[J]. 心理发展与教育, 2024, 40(3): 403-411.
[4]	陆信哲, 王智, 李勇, 王玢莹. 父母暴力暴露对中学生问题行为的纵向影响：一个有调节的中介模型[J]. 心理发展与教育, 2024, 40(2): 231-239.
[5]	王艳辉, 沈梓锋, 赖雪芬. 父母心理控制与青少年外化问题行为的关系：意志控制和越轨同伴交往的链式中介作用[J]. 心理发展与教育, 2024, 40(2): 248-256.
[6]	肖嘉林, 梁凯欣, 黄柳玥, 王恩娜, 黄巧敏, 何韵涵, 卢宝琳, 迟新丽. 积极发展资源在减少青少年抑郁水平中的累积效应、关系模式及特定资源的作用[J]. 心理发展与教育, 2024, 40(2): 257-269.
[7]	苑媛, 梁周健, 张丽. 结构性校园氛围与中学生抑郁:社会支持的中介作用和性别的调节作用[J]. 心理发展与教育, 2023, 39(6): 869-876.
[8]	何灿, 魏华, 丁倩, 桂勇. 父母工作性通信工具使用对粗暴养育的影响:焦虑抑郁的中介作用与主管支持感的调节作用[J]. 心理发展与教育, 2023, 39(6): 903-912.
[9]	牛湘, 冉光明. 同伴关系与幼儿问题行为关系的三水平元分析[J]. 心理发展与教育, 2023, 39(4): 473-487.
[10]	胡义豪, 徐璐妍, 卞小华, 周颖, 刘俊升. 同伴侵害与青少年抑郁的关系:班级攻击规范凸显性的调节作用[J]. 心理发展与教育, 2023, 39(4): 542-549.
[11]	辛国刚, 张李斌, 常睿生, 张云运. 青少年早期受欺凌发展轨迹:抑郁、自尊和学业成就的预测作用[J]. 心理发展与教育, 2023, 39(4): 568-579.
[12]	李金文, 白荣, 王雨萌, 刘霞. 青少年抑郁与自伤行为的发展轨迹及其关系:基于两年的追踪研究[J]. 心理发展与教育, 2023, 39(3): 429-438.
[13]	王英杰, 张刈, 张美霞, 李燕. 母亲正念与幼儿问题行为的关系:正念养育和亲子关系的链式中介作用[J]. 心理发展与教育, 2023, 39(2): 184-191.
[14]	曾子豪, 彭丽仪, 詹林, 刘双金, 欧阳晓优, 丁道群, 黎志华, 胡义秋, 方晓义. 儿童期受虐对大学生抑郁症状的影响:主观幸福感的中介和基因的调节作用[J]. 心理发展与教育, 2023, 39(2): 276-285.
[15]	蒋索, 丁金琦, 刘艳, 陆元圆, 李小青, 陈静. 青少年早期网络欺凌/受欺凌对睡眠质量的影响:社交焦虑和抑郁情绪的链式中介作用[J]. 心理发展与教育, 2023, 39(1): 85-96.