Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (6): 724-731.doi: 10.16187/j.cnki.issn1001-4918.2018.06.11

Previous Articles     Next Articles

The Transmission of Anxiety from Left-behind Women to Children: Moderated Mediating Effect

ZHAO Jinxia1, ZHAO Jingxin2, WANG Meifang2   

  1. 1. School of Education, Linyi University, Linyi 276005;
    2. School of Psychology, Shandong Normal University, Jinan 250014
  • Online:2018-11-15 Published:2018-12-27

PDF (PC)

Abstract: Based on the development system theory and social provisional theory, this study formulated a moderated mediation model to examine the effect mechanisms of family, school and peer systems on the intergenerational transmission of anxiety. 322 left-behind and 323 non-left-behind mother-child dyads were assessed twice during a 6-month period. Results showed that:(1) The intergenerational transmission of anxiety for both left-behind and non-left-behind mothers and children were partially mediated by maternal psychological control; (2) High level of teacher support broke the indirect transmission of anxiety from left-behind mothers to children but not for non-left-behind group; (3) High level of friend support broke the direct transmission of anxiety from left-behind and non-left-behind mothers to children. The implications of these findings for the prevention and intervention of the anxiety for left-behind children were discussed.

Key words: intergenerational transmission of anxiety, psychological control, teacher support, friend support, left-behind children

CLC Number: 

  • B844
Askew, C., & Field, A. P. (2008). The vicarious learning pathway to fear 40 years on. Clinical Psychology Review, 28 (7), 1249-1265.
Bokhorst, C. L., Sumter, S. R., & Westenberg, P. M. (2010). Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years:Who is perceived as most supportive? Social Development, 19 (2), 417-426.
Cheng, J., & Sun, Y. H. (2015). Depression and anxiety among left-behind children in china:A systematic review. Child Care Health & Development, 41 (4), 515-523.
Cooper, P. J., Fearn, V., Willetts, L., Seabrook, H., & Parkinson, M. (2006). Affective disorder in the parents of a clinic sample of children with anxiety disorders. Journal of Affective Disorders, 93 (1-3), 205-212.
Eley, T. C., Mcadams, T. A., Rijsdijk, F. V., Lichtenstein, P., Narusyte, J., Reiss, D., et al.(2015). The intergenerational transmission of anxiety:A children-of-twins study. American Journal of Psychiatry, 172 (7), 630-637.
Espelage, D. L., & Swearer, S. M. (2009). Contributions of three social theories to understanding bullying perpetration and victimization among school-aged youth. In M. J. Harris (Eds.), Bullying, rejection, and peer victimization:A social cognitive neuroscience perspective (pp. 151-170). New York:Springer.
Furman, W., & Buhrmester, D. (1985). Children's perceptions of the personal relationships in their social networks. Developmental Psychology, 21 (6), 1016-1024.
Gunnar, M., & Quevedo, K. (2007). The neurobiology of stress and development. Annual Review of Psychology, 58, 145-173.
Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49 (3), 194-200.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience:A critical evaluation and guidelines for future work. Child Development, 71 (3), 543-562.
Mezulis, A. H., Hyde, J. S., & Clark, R. (2004). Father involvement moderates the effect of maternal depression during a child's infancy on child behavior problems in kindergarten. Journal of Family Psychology Jfp Journal of the Division of Family Psychology of the American Psychological Association, 18 (4), 575-588.
Möller, E. L., Majdandžić, M., & Bögels, S. M. (2015). Parental anxiety, parenting behavior, and infant anxiety:Differential associations for fathers and mothers. Journal of Child and Family Studies, 24 (9), 2626-2637.
Murray, L., Rosnay, M., Pearson, J., Bergeron, C., Schofield, E., Royal-Lawson, M., et al.(2008). Intergenerational transmission of social anxiety:The role of social referencing processes in infancy. Child Development, 79 (4), 1049-1064.
Pereira, A. I., Barros, L., Mendonça, D., & Muris, P. (2014). The relationships among parental anxiety, parenting, and children's anxiety:The mediating effects of children's cognitive vulnerabilities. Journal of Child & Family Studies, 23 (2), 399-409.
Pierce, G. R., Sarason, B. R., Sarason, I. G., Joseph, H. J., & Henderson, C. A. (1996). Conceptualizing and assessing social support in the context of the family. In G. R. Pierce, B. R. Sarason, & I. G. Sarason (Eds.), Handbook of social support and the family (pp. 3-23). New York:Plenum Press.
Podina, I. R., Mogoas, C., & Dobrean, A. (2013). Intergenerational transmission of anxiety:Evidence for the mediating role of the negative interpretation bias. Journal of Cognitive & Behavioral Psychotherapies, 13 (2), 309-320.
Preacher, K. J., Curran, P. J., & Bauer, D. J. (2003). Simple intercepts, simple slopes, and regions of significance in MLR 2-way interactions.Retrieved from:http://www.quantpsy.org/interact/mlr2.htm
Raffaelli, M., Andrade, F. C. D., Wiley, A. R., Sanchez-Armass, O., Edwards, L. L., & Aradillas-Garcia, C. (2013). Stress, social support, and depression:A test of the stress-buffering hypothesis in a Mexican sample. Journal of Research on Adolescence, 23 (2), 283-289.
Steensel, F. J. A. V., & Bögels, S. M. (2014). An adult version of the Screen for Child Anxiety Related Emotional Disorders (SCARED-A). Netherlands Journal of Psychology, 68, 81-87.
Stone, L. L., Otten, R., Soenens, B., Engels, R. C. M. E., & Janssens, J. M. A. M. (2015). Relations between parental and child separation anxiety:The role of dependency-oriented psychological control. Journal of Child and Family Studies, 24 (11), 3192-3199.
Stuart Parrigon, K. L., & Kerns, K. A. (2016). Family processes in child anxiety:The long-term impact of fathers and mothers. Journal of Abnormal Child Psychology, 44 (7), 1253-1266.
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York, NY:Norton.
Tannenbaum, L., & Forehand, R. (1994). Maternal depressive mood:The role of the father in preventing adolescent problem behaviors. Behaviour Research & Therapy, 32 (3), 321-325.
Van Der Bruggen, C. O., Stams, G. J., & Bögels, S. M. (2008). Research review:The relation between child and parent anxiety and parental control:A meta-analytic review. Journal of Child Psychology and Psychiatry, 49 (12), 1257-1269.
Wang, Q., Pomerantz, E. M., & Chen, H. (2007). The role of parents' control in early adolescents' psychological functioning:A longitudinal investigation in the United States and China. Child Development, 78 (5), 1592-1610.
Zhao, J. X., Xing, X. P., & Wang, M. F. (2012). Psychometric properties of the Spence Children's Anxiety Scale (SCAS) in Mainland Chinese children and adolescents. Journal of Anxiety Disorders, 26 (7), 728-736.
Zhao, J., Liu, X., & Wang, M. (2015). Parent-child cohesion, friend companionship and left-behind children's emotional adaptation in rural china. Child Abuse & Neglect, 48, 190-199.
刘霞, 胡心怡, 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.
马月, 刘莉, 王欣欣, 王美芳. (2016). 焦虑的代际传递:父母拒绝的中介作用. 中国临床心理学杂志,24 (1), 23-27.
田录梅, 陈光辉, 王姝琼, 刘海娇, 张文新. (2012). 父母支持、友谊支持对早中期青少年孤独感和抑郁的影响. 心理学报, 44 (7), 944-956.
温忠麟, 叶宝娟. (2014). 有调节的中介模型检验方法:竞争还是替补? 心理学报, 46 (5), 714-726.
吴惠芳, 叶敬忠. (2010). 丈夫外出务工对农村留守妇女的心理影响分析. 浙江大学学报(人文社会科学版), 40 (3), 138-147.
徐夫真, 张文新, 张玲玲. (2009). 家庭功能对青少年疏离感的影响:有调节的中介效应.心理学报, 41 (12), 1165-1174.
赵金霞, 李振. (2017). 亲子依恋与农村留守青少年焦虑的关系:教师支持的保护作用. 心理发展与教育, 33 (3), 361-367.
[1] WANG Yanhui, SHEN Zifeng, LAI Xuefen. The Relation between Parental Psychological Control and Adolescent Externalizing Problem Behavior: The Chain Mediating Role of Effortful Control and Deviant Peer Affiliation [J]. Psychological Development and Education, 2024, 40(2): 248-256.
[2] ZHAO Jingwei, CHEN Xiaoxu, REN Liwen, GENG Zhe, XU Fuzhen. Parental Psychological Control and Children’s Anxiety: A Moderated Mediating Model [J]. Psychological Development and Education, 2024, 40(1): 93-102.
[3] REN Liwen, MA Yuanchi, ZHANG Qingyao, ZHANG Lingling, XU Fuzhen. Reciprocal Relations between Parental Psychological Control and Children's School Adjustment: A Cross-lagged Analysis [J]. Psychological Development and Education, 2023, 39(5): 635-644.
[4] YIN Xiaolan, ZHOU Lujun, ZHU Cuiying. The Effect of School Environment on the Rural Left-behind Children's Prosocial Behaviors: The Mediating Role of Psychological Capital and Life Satisfaction [J]. Psychological Development and Education, 2023, 39(4): 497-504.
[5] ZHANG Ye, WANG Kai, LIU Zuzhi, SHEN Ting. The Relationship between Parental Behavioral Control, Psychological Control and Social Maladjustment among High School Students: Mediating Role of Interpersonal Self-support and Campus Exclusion [J]. Psychological Development and Education, 2022, 38(4): 495-504.
[6] WANG Ying, ZHU Haidong, ZHANG Xinyi, XIAO Yan. The Influence of Parent-child Attachment on the Executive Function of Left-behind Preschool Children: Grandparent-child Attachment as a Mediator and Moderator [J]. Psychological Development and Education, 2022, 38(2): 195-206.
[7] JIANG Xinyue, LIN Yue, LIU Qinxue. The Associatioin between Parental Psychological Control and Adolescent Smartphone Addiction: The Role of Online Psychological Needs Satisfaction and Environmental Sensitivity [J]. Psychological Development and Education, 2022, 38(2): 254-262.
[8] WU Jiawang, LI Hongxia, SI Jiwei. How Does Computational Fluency Refine Math Anxiety in Early Elementary School Children? Evidence from Variable-oriented and Person-oriented Analyses [J]. Psychological Development and Education, 2022, 38(1): 72-80.
[9] HAN Li, YUAN Jiwei, LONG Yan. Will Moss Bloom like Peonies? The Relationship Between Negative Life Events and Mental Health of Left-behind Children [J]. Psychological Development and Education, 2021, 37(2): 266-274.
[10] ZHANG Jie, CHEN Liang, ZHANG Liang, PAN Bin, LI Tengfei, JI Linqin, ZHANG Wenxin. Effects of Parental Psychological Control on Elementary Students' Bullying Behavior: The Roles of Hostile Attribution Bias and Callous-unemotional Traits [J]. Psychological Development and Education, 2020, 36(6): 715-724.
[11] ZHANG Yunyun, LIU Sichen, REN Ping, NIU Lili. How Adolescents' Academic and Behavioral Characteristics Influence teacher support: Evidence from Individuals and Peer Groups [J]. Psychological Development and Education, 2020, 36(3): 318-328.
[12] LIU Xiaoxian, GONG Shaoying, ZHOU Zhijin, FENG Xiaowei, YU Quanlei. The Relationship among Parental Autonomy Support, Parental Psychological Control and Junior High School Students' Creative Self-efficacy: The Mediating Role of Academic Emotions [J]. Psychological Development and Education, 2020, 36(1): 45-53.
[13] NIU Gengfeng, LI Zhanxing, WANG Chenxiao, MA Xiaotong, SUN Xiaojun, ZHOU Zongkui. The Influence of Online Parent-child Communication on Left-behind Junior High School Students' Social Adjustment: A Moderated Mediation Model [J]. Psychological Development and Education, 2019, 35(6): 678-685.
[14] WANG Qiong, XIAO Tao, LIU Huiying, HU Wei. The Relationship between Parental Rejection and Internet Addiction in Left-behind Children: A Moderated Mediation Model [J]. Psychological Development and Education, 2019, 35(6): 749-758.
[15] LIU Yanchun, CHEN Jiao. The Curvilinear Relationship between Paternal and Maternal Psychological Control and Adolescents' Risk-taking Behavior: The Moderating Effect of Adolescents' Self-esteem [J]. Psychological Development and Education, 2019, 35(4): 401-410.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd