Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (6): 832-844.doi: 10.16187/j.cnki.issn1001-4918.2024.06.08

Previous Articles    

The Relationship between Parent-child Communication and Peer Victimization among Rural-to-urban Migrant Children: Based on Latent Profile Analysis

LIN Danhua1, FENG Shuhui1, SHEN Zijiao1,2, XIAO Jiale1   

  1. 1. Institue of Developmental Psychology, Beijing Normal University, Beijing 100875;
    2. Mental Health Education and Counseling Center, Beijing Normal University, Beijing 100875
  • Published:2024-11-13

Abstract: The current study used latent profile analysis (LPA) to identify profiles of peer victimization among rural-to-urban migrant children and determine whether specific victimization profiles were associated with parent-child communication. Participants were 719 rural-to-urban migrant children in Grades 4 to 6 of three elementary schools in Beijing. Results suggested that: (1) Latent profile analyses identified four profiles: high-chronic victims (3.89%), moderate victims (11.13%), moderate-low relational victims (26.84%) and low victims (58.14%). There were significant differences in internalizing and externalizing problems across different victimization profiles; (2) Migrant children with higher levels of parent-child communication were less likely to be classified into profiles with higher frequency and more various forms of peer victimization. The current study identified four profiles that demonstrate the heterogeneity of peer victimization among rural-to-urban migrant children, as well as the protective role of parent-child communication. This study revealed distinct peer victimization patterns in a sample of migrant children and illustrated the protective role of parent-child communication among identified profiles. These findings provide significant implications for prevention and intervention strategies to reduce peer victimization among rural-to-urban migrant children.

Key words: rural-to-urban migrant children, peer victimization, parent-child communication, latent profile analysis

CLC Number: 

  • B844
Arens, A. K., & Visser, L. (2020). Personal peer victimization and ethnic peer victimization: Findings on their co-occurrence, predictors, and outcomes from a latent profile analysis. Child Abuse & Neglect, 99, Article 104250. https://doi.org/10.1016/j.chiabu.2019.104250.
Asher, S. R., Hymel, S., & Renshaw, P. D. (1984). Loneliness in children.Child Development, 55(4), 1456-1464.
Bertalanffy, L. V. (1968). General system theory: Foundations, development, applications. George Braziller.
Bradshaw, C. P., Waasdorp, T. E., & O’Brennan, L. M. (2013). A latent class approach to examining forms of peer victimization.Journal of Educational Psychology, 105(3), 839-849.
Bronfenbrenner, U. (1997). Ecological models of human development. In M. Gauvain, & M. Cole (Eds.),Readings on the development of children(2nd ed., pp. 37-43). Freeman.
Burnham, K. P., & Anderson, D. R. (2004). Multimodel inference understanding AIC and BIC in model selection. Sociological Methods & Research, 33(2), 261-304.
Casper, D. M., & Card, N. A. (2017). Overt and relational victimization: A meta-analytic review of their overlap and associations with social-psychological adjustment. Child Development, 88(2), 466-483.
Chen, L., Zhang, W., Ji, L., & Deater-Deckard, K. (2019). Developmental trajectories of Chinese adolescents’ relational aggression: Associations with changes in social-psychological adjustment. Child Development, 90(6), 2053-2070.
Chen, L. -H., Su, S. -B., Li, X. -M., Tam, C. C., & Lin, D. -H. (2014). Perceived discrimination, schooling arrangements and psychological adjustments of rural-to-urban migrant children in Beijing, China.Health Psychology and Behavioral Medicine: An Open Access Journal, 2(1), 713-722.
Chen, X., Chung, J., & Hsiao, C. (2009). Peer interactions and relationships from a crosscultural perspective. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.).Social, emotional, and personality development in context. Handbook of peer interactions, relationships, and groups (pp. 432-451). The Guilford Press.
Cox, M., & Paley, B. (2003). Understanding families as systems.Current Directions in Psychological Science, 12(5), 193-196.
Cui, K. J., & To, S. M. (2019). Migrant status, social support, and bullying perpetration of children in mainland China.Children and Youth Services Review, 107, Article 104534. https://doi.org/10.1016/j.childyouth.2019.104534.
Ding, Y., Li, D. -P., Li, X., Xiao, J. -L., Zhang, H. -Y., & Wang, Y. -H. (2020). Profiles of adolescent traditional and cyber bullying and victimization: The role of demographic, individual, family, school, and peer factors. Computers in Human Behavior, 111, Article 106439. https://doi.org/10.1016/j.chb.2020.106439.
Duncan, T. E., Duncan, S. C., & Li, F. (1998). A comparison of model-and multiple imputation-based approaches to longitudinal analyses with partial missingness.Structural Equation Modeling A Multidisciplinary Journal, 5(1), 1-21.
Erel, O., & Burman, B. (1995). Interrelatedness of marital relations and parent-child relations: A meta-analytic review. Psychological Bulletin, 118(1), 108-132.
Fendrich, M., Weissman, M. M., & Warner, V. (1990). Screening for depressive disorder in children and adolescents: Validating the center for epidemiologic studies depression scale for children. American Journal of Epidemiology, 131(3), 538-551.
Fung, J. J., & Lau, A. S. (2010). Factors associated with parent-child (dis)agreement on child behavior and parenting problems in Chinese immigrant families. Journal of Clinical Child & Adolescent Psychology, 39(3), 314-327.
Gini, G., Marino, C., Xie, J. Y., Pfetsch, J., & Pozzoli, T. (2019). Associations of traditional and peer cyber-victimization with adolescents' internet use: A latent profile analysis. Cyberpsychology-Journal of Psychosocial Research on Cyberspace, 13(4), Article 1. https://doi.org/10.5817/cp2019-4-1.
Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics, 132(4), 720-729.
Haltigan, J. D., & Vaillancourt, T. (2017). The influence of static and dynamic intrapersonal factors on longitudinal patterns of peer victimization through mid-adolescence: A latent transition analysis. Journal of Abnormal Child Psychology, 46(1), 11-26.
Hong, I. K., Wang, W., Pepler, D., & Craig, W. M. (2020). Peer victimization through a trauma lens: Identifying who is at risk for negative outcomes. Scandinavian Journal of Psychology, 61(1), 6-16.
Hwang, W. -C. (2006). Acculturative family distancing: Theory, research, and clinical practice. Psychotherapy Theory Research & Practice, 43(4), 397-409.
Jiang, S., & Liang, Z. R. (2021). Mediator of school belongingness and moderator of migration status in the relationship between peer victimization and depression among Chinese children: A multi-group structural equation modeling approach. Journal of Affective Disorders, 278, 382-389.
Jung, T., & Wickrama, A. S. (2008). An introduction to latent class growth analysis and growth mixture modeling.Social and Personality Psychology Compass, 2(1), 302-317.
Kaufman, T. M., Kretschmer, T., Huitsing, G., & Veenstra, R. (2020). Caught in avicious cycle? Explaining bidirectional spillover between parent-child relationships and peer victimization. Development and Psychopathology, 32(1), 11-20.
Kretschmer, T., Sentse, M., Meeus, W., Verhulst, F. C., Veenstra, René, & Oldehinkel, A. J. (2015). Configurations of adolescents' peer experiences: Associations with parent-child relationship quality and parental problem behavior. Journal of Research on Adolescence, 2(3), 474-491.
La Greca, A. M., Dandes, S. K., Wick, P., Shaw, K., & Stone, W. L. (1988). Development of the social anxiety scale for children: Reliability and concurrent validity. Journal of Clinical Child Psychology, 17(1), 84-91.
Lasgaard, M., Lindekilde, N., & Bramsen, R. H. (2018). Patterns of victimization: A person-centered approach to physical and sexual violence in a representative sample of Danish youth. Child Abuse & Neglect, 84, 115-122.
Lee, J. (2018). Prosocial parent-to-peer path model for South Korean school-aged children.Child Indicators Research, 11(6), 1867-1888.
Li, H., Chung, O., & Ho, K. Y. (2010). Center for epidemiologic studies depression scale for children: Psychometric testing of the Chinese version. Journal of Advanced Nursing, 66(11), 2582-2591.
Liu, L., He, X., Li, C., Xu, L., & Li, Y. (2020). Linking parent-child relationship to peer relationship based on the parent-peer relationship spillover theory: Evidence from China. Children and Youth Services Review, 116, Article 105200. https://doi.org/10.1016/j.childyouth.2020.105200.
McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300-310.
Moses, M., & Williford, A. (2017). Individual indicators of self-reported victimization among elementary school-age students: A latent class analysis. Children and Youth Services Review, 83, 33-44.
Muthén, L.K., & Muthén, B. O. (2012).Mplus user’s guide(7th ed.), Los Angeles, CA: Muthén & Muthen.
Mynard, H., & Joseph, S. (2000). Development of the multidimensional peer-victimization scale. Aggressive Behavior, 26(2), 169-178.
Nguyen, A. J., Bradshaw, C. P., Townsend, L., Gross, A., & Bass, J. (2019). It gets better: Attenuated bssociations between latent classes of peer victimization and longitudinal psychosocial outcomes in four low-resource countries. Journal of Youth and Adolescence, 48(2), 372-385.
Nylund, K., Bellmore, A., Nishina, A., & Graham, S. (2007). Subtypes, severity, and structural stability of peer victimization: What does latentclass analysis say? Child Development, 78(6), 1706-1722.
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study.Structural Equation Modeling, 14(4), 535-569.
Podsakoff, P. M., Mackenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies.Journal of Applied Psychology, 88(5), 879-903.
Raabe, I. J. (2019). Social exclusion and school achievement: Children of immigrants and children of natives in three European countries.Child Indicators Research, 12(3), 1003-1022.
Steinberg, L. (2001). We know some things: Parent-adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11(1), 1-19.
Tamm, A., Kasearu, K., Tulviste, T., & Trommsdorff, G. (2018). Links between adolescents’ relationships with peers, parents, and their values in three cultural contexts.The Journal of Early Adolescence, 38(4), 451-474.
Temple, J. A., & Reynolds, A. J. (1999). School mobility and achievement: Longitudinal findings from an urban cohort.Journal of School Psychology. 37(4), 355-377.
Tucker, C. J., & Long, L. (1998). “Moving on”: Residential mobility and children's school lives. Sociology of Education, 71(2), 111-129.
Wang, J., Iannotti, R. J., Luk, J. W., & Nansel, T. R. (2010). Co-occurrence of victimization from five subtypes of bullying: Physical, verbal, social exclusion, spreading rumors, and cyber. Journal of Pediatric Psychology, 35(10) , 1103-1112.
Wang, Q., & Liu, X. (2019). Peer victimization, depressive symptoms and non-suicidal self-injury behavior in Chinese migrant children: The roles of gender and stressful life events. Psychology Research and Behavior Management, 12, 661-663.
Wu, Y. -L., Zhao, X., Li, Y. F., Ding, X. X., Yang, H.-Y., Bi, P., & Sun, Y.-H. (2016). The risk and protective factors in the development of childhood social anxiety symptoms among Chinese children. Psychiatry Research, 240, 103-109.
Ye, Z., Chen, L. -H., Harrison, S. E., Guo, H. -Y., Li, X. -M., & Lin, D. -H. (2016). Peer victimization and depressive symptoms among rural-to-urban migrant children in China: The protective role of resilience. Frontiers in Psychology, 7, Article 1542. https://doi.org/10.3389/fpsyg.2016.01542.
Yu, L., & Chan, K. L. (2019). Moderating effects of personal strengths in the relationship between juvenile victimization and delinquent behaviors. Child Abuse & Neglect, 93, 79-90.
曹薇, 罗杰. (2013). 流动儿童校园欺负行为、父母教养方式与心理健康的关系研究. 贵州师范大学学报(自然科学版), 31(3), 24-29.
陈丽, 刘艳. (2012). 流动儿童亲子沟通特点及其与心理健康的关系. 中国特殊教育, (01), 58-63.
崔艳丽. (2020). 家庭功能对流动儿童被欺凌的影响及防治措施. 山西能源学院学报, 33(4), 54-55.
方晓义, 张锦涛, 徐洁, 杨阿丽. (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.
高平安, 郭钊. (2019). 人口流动背景下的校园欺凌问题分析. 教育导刊, (08), 27-32.
郭海英, 陈丽华, 叶枝, 潘瑾, 林丹华. (2017). 流动儿童同伴侵害的特点及与内化问题的循环作用关系: 一项追踪研究. 心理学报, 49(3), 336-348.
郭良春, 姚远, 杨变云. (2005). 流动儿童的城市适应性研究——对北京市一所打工子弟学校的个案调查. 青年研究, (3), 22-31.
郭筱琳. (2015). 父母教养方式对幼儿同伴交往问题的影响: 心理理论的中介与调节作用. 中国临床心理学杂志, 23(05), 786-790.
胡宁, 方晓义, 蔺秀云, 刘杨. (2009). 北京流动儿童的流动性、社交焦虑及对孤独感的影响. 应用心理学, 15(2), 166-176.
胡潇林, 李晓燕, 郭海英, 林丹华. (2017). 流动儿童心理弹性潜在类别及内外化问题比较. 中国临床心理学杂志, 25(03), 507-511.
纪林芹, 陈亮, 徐夫真, 赵守盈, 张文新. (2011). 童年中晚期同伴侵害对儿童心理社会适应影响的纵向分析. 心理学报, 43(10), 1151-1162.
李丹, 陈峰, 陈欣银, 陈斌斌. (2011). 文化背景与社会行为和适应: 城市、农村和流动三类儿童的比较研究. 心理科学, 34(1), 93-101.
李武权, 潘丝媛, 黎明, 卢次勇. (2018). 东莞市流动儿童欺负行为现状及影响因素分析. 中国公共卫生, 34(3), 330-334.
李晓静. (2015). 城市流动儿童家庭亲子沟通小组工作的实践研究. 儿童青少年与家庭社会工作评论, Z1, 258-275.
李志红, 马敬想, Connolly, J. (2012). 中国和加拿大青少年同伴、亲子关系对恋爱状况的影响. 郑州大学学报(医学版), 47(4), 463-466.
黎亚军. (2015). 青少年网络受欺负与传统受欺负的共发性. 中国临床心理学杂志, 23(2), 160-163+167.
蔺秀云, 方晓义, 刘杨, 兰菁. (2009). 流动儿童歧视知觉与心理健康水平的关系及其心理机制. 心理学报, 41(10), 967-979.
刘文, 车翰博, 刘方, 于腾旭. (2019). 儿童心理虐待与行为问题的关系: 基于潜在剖面分析. 中国特殊教育, (05), 78-84.
刘霞, 范兴华, 申继亮. (2007). 初中留守儿童社会支持与问题行为的关系. 心理发展与教育, 23(3), 98-102.
刘晓薇, 潘斌, 陈亮, 李腾飞, 纪林芹, 张文新. (2021). 受欺负与青少年外化问题关系的“健康环境悖论”: 敌意性归因的中介作用. 心理学报, 53(2), 170-181.
马弘. (1993). 儿童社交焦虑量表. 见汪向东, 王希林, 马弘(编), 心理卫生评定量表手册(增订版, pp.248-249). 北京: 中国心理卫生杂志社.
邱皓政. (2008). 潜在类别模型的原理与技术. 北京: 教育科学出版社.
邱皓政, 林碧芳. (2009). 结构方程模型的原理与应用. 北京: 中国轻工业出版社.
申继亮. (2009). 处境不利儿童的心理发展现状与教育对策研究. 北京: 经济科学出版社.
申继亮, 刘霞, 赵景欣, 师保国. (2015). 城镇化进程中农民工子女心理发展研究. 心理发展与教育, 31(1), 108-116.
师保国, 王芳, 刘霞, 康义然. (2014). 国内流动儿童心理研究: 回顾与展望. 中国特殊教育, (11), 68-72.
苏双, 郭海英, 柴晓运, 王轶楠, 林丹华. (2017). 流动儿童自尊的发展轨迹——亲子沟通的影响[摘要]. 见第二十届全国心理学学术会议——心理学与国民心理健康摘要集(pp.536-538).中国心理学会.
王晖, 熊昱可, 刘霞. (2018). 亲子关系和朋友支持对流动儿童情绪和行为适应的保护作用. 心理发展与教育, 34(5), 614-624.
谢家树, 魏宇民, ZHU Zhuorong. (2019). 当代中国青少年校园欺凌受害模式探索: 基于潜在剖面分析. 心理发展与教育, 35(1), 98-105.
杨晓霞, 陈亮, 曹衍淼, 毕馨文, 陈光辉, 张文新. (2020). 青少年早期同伴侵害的亚类别及其稳定性: 个体定向的分析. 心理发展与教育. 36(2), 146-156.
叶枝, 柴晓运, 郭海英, 翁欢欢, 林丹华. (2017). 流动性、教育安置方式和心理弹性对流动儿童孤独感的影响: 一项追踪研究. 心理发展与教育, 33(5), 595-604.
于音, 陶婷, 王利刚, 崔雪英, 樊春雷, 高文斌. (2019). 流动儿童被欺负现状及其与社会支持的关系. 中国心理卫生杂志, 33(11), 833-838.
张文新, 陈亮, 纪林芹, 张玲玲, 陈光辉, 王姝琼. (2009). 童年中期身体侵害、关系侵害与儿童的情绪适应. 心理学报, 41(5), 433-443.
赵景欣, 刘霞, 申继亮. (2008). 留守青少年的社会支持网络与其抑郁、孤独之间的关系——基于变量中心和个体中心的视角. 心理发展与教育, 24(1), 36-42.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.
祝玉红, 杨晶晶. (2019). 流动儿童校园欺凌伤害的发生率及影响因素研究——以北京A打工子弟学校为例. 社会建设, 6(2), 48-59.
邹泓, 叶苑, 窦东徽, 柯锐, 王瑞敏. (2006). 北京市流动儿童的基本生存状况与社会适应状况调查[摘要]. 见中国心理学会教育心理学专业委员会二○○六年度学术年会论文摘要集(pp.16-17).中国心理学会发展心理学专业委员会.
[1] SU Binyuan, GUO Qianlan, XIE Binru, ZHANG Wei. The Measurement Index Identifying College Students at High Risk of Suicide: From Personal-centered Perspective [J]. Psychological Development and Education, 2024, 40(4): 572-588.
[2] LIU Sihan, WU Xinchun, WANG Xinyi. Latent Profiles of Parenting Styles and Their Associations with Academic Engagement and Anxiety Symptoms in Adolescents [J]. Psychological Development and Education, 2023, 39(5): 673-682.
[3] WANG Yulong, SU Huijuan, LIN Xiuyun. The Classification of Self-injury in Adolescents: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2023, 39(5): 735-742.
[4] HU Yihao, XU Luyan, BIAN Xiaohua, ZHOU Ying, LIU Junsheng. Peer Victimization and Depression among Chinese Adolescents: The Moderating Effects of Classroom Norm Salience for Aggression [J]. Psychological Development and Education, 2023, 39(4): 542-549.
[5] LI Xiaoqing, LIU Yinzhang, WANG Yue, JIANG Suo. Effects of Violence Exposure on School Bullying among Early-age Adolescents of Different Genders: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2023, 39(2): 255-265.
[6] LIU Chunhui, LIU Sijia, GUO Xiaolin, LUO Liang. Relationship between Mother's Son Preference and Parent-child Communication: The Moderating Role of Children's Gender [J]. Psychological Development and Education, 2022, 38(1): 64-71.
[7] XU Xinpei, MO Lingfei, LIU Ming, DENG Ciping. Grade 10 Students' Achievement Goal Orientation Patterns and Their Academic Adjustment: Based on Latent Profile Analysis [J]. Psychological Development and Education, 2022, 38(1): 81-89.
[8] JI Linqin, ZHANG Meng, DONG Meihui, PAN Bin, ZHANG Wenxin. The Bidirectional Associations between Aggression and Peer Victimization from Late Childhood to Early Adolescence: A Cross-lagged Study [J]. Psychological Development and Education, 2021, 37(5): 701-709.
[9] LIU Wen, WANG Yining, ZHANG Jiaqi, CHE Hanbo. The Relationship Between Creative Personality and Deceptive Behaviors in Children Aged 9~11: The Moderating Effect of Parent-child Communication Quality [J]. Psychological Development and Education, 2021, 37(4): 508-516.
[10] CHEN Zixun, FENG Yingxue, SONG Wenli, LIU Xia. The Relationship of Parent-child Separation, Peer Victimization and Depression in Adolescents: A Longitudinal Study [J]. Psychological Development and Education, 2021, 37(3): 429-438.
[11] WU Jie, WEI Furong, LI Jiaqi, WU Xia. The Effects of Parent-child Communication of High School Students on the Attention Bias of Affactive Stimuli [J]. Psychological Development and Education, 2021, 37(2): 159-166.
[12] WU Han, WEI Chang, LU Huishi, LAI Weiping, XING Jintao, YU Chengfu, ZHEN Shuangju, ZHANG Wei. Peer Victimization and Adolescent Depression: The Mediating Effect of Social Withdrawal and the Moderating Effect of Teacher-student Relationship [J]. Psychological Development and Education, 2021, 37(2): 249-256.
[13] CHEN ZiXun, WANG Hui, FENG Yingxue, LIU Xia. The Effects of Peer Victimization on Left-behind Adolescents' Subjective Well-being: The Roles of Self-esteem and Social Support [J]. Psychological Development and Education, 2020, 36(5): 605-614.
[14] DONG Jimei, ZHOU Chen, HOU Yanan, ZHAO Lei, WEI Shuhua. The Relationship between Peer Victimization and Aggression in Stay-behind Junior Secondary School Students: A Chain Multiple Mediation Model [J]. Psychological Development and Education, 2020, 36(5): 615-623.
[15] YANG Xiaoxia, CHEN Liang, CAO Yanmiao, BI Xinwen, CHEN Guanghui, ZHANG Wenxin. Peer Victimization During Early Adolescence: Person Centered Analysis [J]. Psychological Development and Education, 2020, 36(2): 146-156.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!