中小学生日常情绪体验与亲子依恋、同伴依恋的关系
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摘要
目的:探讨中小学生日常情绪体验及与亲子、同伴依恋的关系。方法:选取学生694例(小学177例,初中283例,高中234例),采用儿童青少年积极和消极情绪体验量表(PANAS-C)和人际依恋量表(IPPA)对其日常积极(PA)和消极(NA)情绪体验及母子、父子和同伴依恋进行评估,运用结构方程模型分析变量之间的关系。结果:初中男生PA和NA得分均高于女生[(2. 2±0. 7) vs.(1. 9±0. 6),(1. 5±0. 5) vs.(1. 3±0. 3),均P <0. 05],高中男生NA得分低于女生[(1. 3±0. 3) vs.(1. 5±0. 4),P <0. 05]。母子依恋直接或通过同伴依恋正向预测小学生PA,中介效应占比16. 1%,同时直接负向预测小学生NA (β=-0. 21,P <0. 05),直接正向预测初中生PA和NA (β=0. 28,0. 16,均P <0. 05);父子依恋对三个年级段学生PA正向预测均通过同伴依恋实现,中介效应分别占比38. 5%,76. 9%和53. 3%,同时直接负向预测初中生NA (β=-0. 24,P <0. 05),通过同伴依恋负向预测高中生NA,中介效应占比16. 7%;同伴依恋对小学生和初中生NA无预测作用。结论:相比而言,母子依恋对小学生情绪体验更为重要,父子依恋对初中生更为重要,同伴依恋对高中生更为重要
Objective: To investigate the condition of daily emotion experience of elementary,junior and senior high school students and the relationship with parent-parent attachment and peer attachment.Methods: Totally694 students were measured with the Positive and Negative Affect Schedule for Children( PANAS-C,including Positive Affect-PA and Negative Affect-NA) and Inventory of Parent and Peer Attachment( IPPA) to assess daily emotion experience and mother-child attachment,father-child attachment,peer attachment.Results: The scores of PA and NA of boys in junior schoolswere higher than girls[( 2.2 ± 0.7) vs.( 1.9 ± 0.6),( 1.5 ± 0.5) vs.( 1.3 ± 0.3),P < 0.05],and the score of NA of boys in senior high schools was lower than girls[( 1.3 ± 0.3) vs.( 1.5 ± 0.4),P< 0.05].Mother-child attachment could positively predict elementary school students' PA directly and indirectly through peer attachment,accounting for 16.1%,and also negatively predict NA directly( β =-0.21,P < 0.05).Meanwhile it could positively predict junior school students' both PA and NA( β = 0.28,0.16,P < 0.05).Fatherchild attachment could only positively predict PA indirectly through peer attachment for elementary,junior and sen-ior high school students,accounting for 38.5%,76.9% and 53.3%,and it could negatively predict junior school students' NA directly( β =-0.24,P < 0.05).For senior high school students,it could only negatively predict NA indirectly through peer attachment,accounting for 16.7%.Peer attachment had no effect on elementary and junior school students ' NA.Conclusion: Comparatively speaking,mother-child attachment is important for elementary students,father-child attachment for junior school students,and peer-attachment for senior high school students.
Objective: To investigate the condition of daily emotion experience of elementary,junior and senior high school students and the relationship with parent-parent attachment and peer attachment.Methods: Totally694 students were measured with the Positive and Negative Affect Schedule for Children( PANAS-C,including Positive Affect-PA and Negative Affect-NA) and Inventory of Parent and Peer Attachment( IPPA) to assess daily emotion experience and mother-child attachment,father-child attachment,peer attachment.Results: The scores of PA and NA of boys in junior schoolswere higher than girls[( 2.2 ± 0.7) vs.( 1.9 ± 0.6),( 1.5 ± 0.5) vs.( 1.3 ± 0.3),P < 0.05],and the score of NA of boys in senior high schools was lower than girls[( 1.3 ± 0.3) vs.( 1.5 ± 0.4),P< 0.05].Mother-child attachment could positively predict elementary school students' PA directly and indirectly through peer attachment,accounting for 16.1%,and also negatively predict NA directly( β =-0.21,P < 0.05).Meanwhile it could positively predict junior school students' both PA and NA( β = 0.28,0.16,P < 0.05).Fatherchild attachment could only positively predict PA indirectly through peer attachment for elementary,junior and sen-ior high school students,accounting for 38.5%,76.9% and 53.3%,and it could negatively predict junior school students' NA directly( β =-0.24,P < 0.05).For senior high school students,it could only negatively predict NA indirectly through peer attachment,accounting for 16.7%.Peer attachment had no effect on elementary and junior school students ' NA.Conclusion: Comparatively speaking,mother-child attachment is important for elementary students,father-child attachment for junior school students,and peer-attachment for senior high school students.
引文
[1]黄希庭,杨治良,林崇德.心理学大辞典[M].上海:上海教育出版社,2003.
[2]Clark LA,Watson D.Tripartite model of anxiety and depression:psychometric evidence and taxonomic implications[J].J Abnorm Psychol,1991,100(3):316-336.
[3]Lonigan CJ,Phillips BM,Hooe ES.Relations of positive and negative affectivity to anxiety and depression in children:evidence from a latent variable longitudinal study[J].J Consult Clin Psychol,2003,71(3):465-481.
[4]Bernstein GA,Borchardt CM.Anxiety disorders of childhood and adolescence:a critical review[J].J Am Acad Child Adolesc Psychiatry,1991,30(4):519-532.
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[6]梁艳.青少年早期日常情绪体验的发展特点及影响因素的研究[D].西安:陕西师范大学,2011.
[7]Larson RW,Moneta G,Richards MH,et al.Continuity,stability,and change in daily emotional experience across adolescence[J].Child Dev,2002,73(4):1151-1165.
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[9]Abraham MM,Kerns KA.Positive and negative emotions and coping as mediators of mother-child attachment and peer relationships[J].Merrill Palmer Quart,2013,59(4):399-425.
[10]Benson MJ,Harris PB,Rogers CS.Identity consequences of attachment to mothers and fathers among late adolescents[J].J Res Adolesc,1992,2(3):187-204.
[11]Ma CQ,Huebner ES.Attachment relationships and adolescents'life satisfaction:some relationships matter more to girls than boys[J].Psychol Schools,2008,45(2):177-190.
[12]吴庆兴,王美芳.亲子依恋、同伴依恋与青少年焦虑症状的关系[J].中国临床心理学杂志,2014,22(4):684-687.
[13]Wilkinson RB.The role of parental and peer attachment in the psychological health and self-esteem of adolescents[J].J Youth Adolesc,2004,33(6):479-493.
[14]Uruk AC,Demir A.The role of peers and families in predicting the loneliness level of adolescents[J].J Psychol,2003,137(2):179-193.
[15]宋海荣.青少年依恋、自尊及其二者关系的发展性研究[D].上海:华东师范大学,2004.
[16]潘婷婷,丁雪辰,桑标,等.正负性情感量表儿童版(PANAS-C)的信效度初探[J].中国临床心理学杂志,2015,23(3):397-400.
[17]张迎黎,张亚林,张迎新,等.修订版青少年依恋问卷中文版在初中生中应用的信效度[J].中国心理卫生杂志,2011,25(1):66-70.
[18]熊红星,张璟,叶宝娟,等.共同方法变异的影响及其统计控制途径的模型分析[J].心理科学进展,2012,20(5):757-769.
[19]方杰,张敏强,李晓鹏.中介效应的三类区间估计方法[J].心理科学进展,2011,19(5):765-774.
[20]Smetana JG,Campione-Barr N,Metzger A.Adolescent development ininterpersonal and societal contexts[J].Annu Rev Psychol,2006,57:255-284.
[21]李文道,钮丽丽,邹泓.中学生压力生活事件、人格特点对压力应对的影响[J].心理发展与教育,2000,16(4):8-13.
[22]邹泓,屈智勇,叶苑.中小学生的师生关系与其学校适应[J].心理发展与教育,2007,23(4):77-82.
[23]Hankin BL,Mermelstein R,Roesch L.Sex differences in adolescent depression:stress exposure and reactivity models[J].Child Dev,2007,78(1):279-295.
[24]Martin A,Ryan RM,Brooks-Gunn J.When fathers'supportiveness matters most:maternal and paternal parenting and children's school readiness[J].J Fam Psychol,2010,24(2):145-155.
[25]Guttmann-Steinmetz S,Crowell JA.Attachment and externalizing disorders:a developmental psychopathology perspective[J].J Am Acad Child Adolesc Psychiatry,2006,45(4):440-451.
[26]琚晓燕,刘宣文,方晓义.青少年父母、同伴依恋与社会适应性的关系[J].心理发展与教育,2011,27(2):174-180.
[27]Collins WA,Laursen B.Parent-adolescent relationships during adolescence[M].∥Lerner RM,Steinberg L,Eds.Handbook of Adolescent Psychology.Vol.2.).Hoboken NJ:John Wiley&Sons,Inc,2009:3-42.
[28]Besevegis E,Giannitsas N.Parent-adolescent relations and conflicts as perceived by adolescents[M].∥Verhofstadt-DeneveL,Kien horst I,BraeC,Eds.Conflict and development in adolescence.Leiden:DSWO-Press,1996:93-102
[29]张文新.青少年发展心理学[M].济南:山东人民出版社,2002.
[30]Nickerson AB,Nagle RJ.The influence of parentand peer attachments on life satisfaction in middle childhood and earlyadolescence[J].Soc Indic Res,2004,66(1-2):35-60.
[31]Erdley CA,Nangle DW,Newman JE,et al.Children's friendship experiences and psychological adjustment:theory and research[J].New Dir Child Adolesc Dev,2001,2001(91):5-24.
[32]Cotterell JL.The relation of attachments and supports to adolescent well-being and school adjustment[J].J Adolescent Res,1992,7(1):28-42.
[2]Clark LA,Watson D.Tripartite model of anxiety and depression:psychometric evidence and taxonomic implications[J].J Abnorm Psychol,1991,100(3):316-336.
[3]Lonigan CJ,Phillips BM,Hooe ES.Relations of positive and negative affectivity to anxiety and depression in children:evidence from a latent variable longitudinal study[J].J Consult Clin Psychol,2003,71(3):465-481.
[4]Bernstein GA,Borchardt CM.Anxiety disorders of childhood and adolescence:a critical review[J].J Am Acad Child Adolesc Psychiatry,1991,30(4):519-532.
[5]李冬梅.青少年心境动态发展特点及不同调节策略对其心境变化影响的研究[D].北京:首都师范大学,2005.
[6]梁艳.青少年早期日常情绪体验的发展特点及影响因素的研究[D].西安:陕西师范大学,2011.
[7]Larson RW,Moneta G,Richards MH,et al.Continuity,stability,and change in daily emotional experience across adolescence[J].Child Dev,2002,73(4):1151-1165.
[8]Borelli JL,Crowley MJ,DavidDH,et al.Attachment and emotion in school-aged children[J].Emotion,2010,10(4):475-485.
[9]Abraham MM,Kerns KA.Positive and negative emotions and coping as mediators of mother-child attachment and peer relationships[J].Merrill Palmer Quart,2013,59(4):399-425.
[10]Benson MJ,Harris PB,Rogers CS.Identity consequences of attachment to mothers and fathers among late adolescents[J].J Res Adolesc,1992,2(3):187-204.
[11]Ma CQ,Huebner ES.Attachment relationships and adolescents'life satisfaction:some relationships matter more to girls than boys[J].Psychol Schools,2008,45(2):177-190.
[12]吴庆兴,王美芳.亲子依恋、同伴依恋与青少年焦虑症状的关系[J].中国临床心理学杂志,2014,22(4):684-687.
[13]Wilkinson RB.The role of parental and peer attachment in the psychological health and self-esteem of adolescents[J].J Youth Adolesc,2004,33(6):479-493.
[14]Uruk AC,Demir A.The role of peers and families in predicting the loneliness level of adolescents[J].J Psychol,2003,137(2):179-193.
[15]宋海荣.青少年依恋、自尊及其二者关系的发展性研究[D].上海:华东师范大学,2004.
[16]潘婷婷,丁雪辰,桑标,等.正负性情感量表儿童版(PANAS-C)的信效度初探[J].中国临床心理学杂志,2015,23(3):397-400.
[17]张迎黎,张亚林,张迎新,等.修订版青少年依恋问卷中文版在初中生中应用的信效度[J].中国心理卫生杂志,2011,25(1):66-70.
[18]熊红星,张璟,叶宝娟,等.共同方法变异的影响及其统计控制途径的模型分析[J].心理科学进展,2012,20(5):757-769.
[19]方杰,张敏强,李晓鹏.中介效应的三类区间估计方法[J].心理科学进展,2011,19(5):765-774.
[20]Smetana JG,Campione-Barr N,Metzger A.Adolescent development ininterpersonal and societal contexts[J].Annu Rev Psychol,2006,57:255-284.
[21]李文道,钮丽丽,邹泓.中学生压力生活事件、人格特点对压力应对的影响[J].心理发展与教育,2000,16(4):8-13.
[22]邹泓,屈智勇,叶苑.中小学生的师生关系与其学校适应[J].心理发展与教育,2007,23(4):77-82.
[23]Hankin BL,Mermelstein R,Roesch L.Sex differences in adolescent depression:stress exposure and reactivity models[J].Child Dev,2007,78(1):279-295.
[24]Martin A,Ryan RM,Brooks-Gunn J.When fathers'supportiveness matters most:maternal and paternal parenting and children's school readiness[J].J Fam Psychol,2010,24(2):145-155.
[25]Guttmann-Steinmetz S,Crowell JA.Attachment and externalizing disorders:a developmental psychopathology perspective[J].J Am Acad Child Adolesc Psychiatry,2006,45(4):440-451.
[26]琚晓燕,刘宣文,方晓义.青少年父母、同伴依恋与社会适应性的关系[J].心理发展与教育,2011,27(2):174-180.
[27]Collins WA,Laursen B.Parent-adolescent relationships during adolescence[M].∥Lerner RM,Steinberg L,Eds.Handbook of Adolescent Psychology.Vol.2.).Hoboken NJ:John Wiley&Sons,Inc,2009:3-42.
[28]Besevegis E,Giannitsas N.Parent-adolescent relations and conflicts as perceived by adolescents[M].∥Verhofstadt-DeneveL,Kien horst I,BraeC,Eds.Conflict and development in adolescence.Leiden:DSWO-Press,1996:93-102
[29]张文新.青少年发展心理学[M].济南:山东人民出版社,2002.
[30]Nickerson AB,Nagle RJ.The influence of parentand peer attachments on life satisfaction in middle childhood and earlyadolescence[J].Soc Indic Res,2004,66(1-2):35-60.
[31]Erdley CA,Nangle DW,Newman JE,et al.Children's friendship experiences and psychological adjustment:theory and research[J].New Dir Child Adolesc Dev,2001,2001(91):5-24.
[32]Cotterell JL.The relation of attachments and supports to adolescent well-being and school adjustment[J].J Adolescent Res,1992,7(1):28-42.