【作者】 王娟； 侯珂； 石鑫欣； 危胜男； 邹泓；

【Author】 Juan Wang;Hou Ke;Shi Xinxin;Wei Shengnan;Hong Zou;Institute of Developmental Psychology,Beijing Normal University;Journal of Beijing Normal University,Beijing Normal University;

【机构】 北京师范大学发展心理研究所； 北京师范大学文科学报；

【摘要】 随着年龄的增长,儿童的人际关系逐渐从家人向同伴扩展。已有研究一致表明,良好的亲子关系、同伴关系能够促进青少年心理与社会功能的发展,但对青少年的亲子依恋与同伴依恋之间的关系,以及两种依恋类型与问题行为的关系存在争议。总结以往研究,亲子、同伴依恋与问题行为的关系至少包括三种可能的模式:独立效应模型、交互效应模型,以及间接效应模型。基于此,本研究旨在探究青少年依恋关系的发展特点,并检验上述三种作用模式的适用性。采用亲子依恋与同伴依恋量表、儿童行为核查表对2994名来自北京市8所中学的初一、初二,高一、高二学生进行调查。依恋的发展特点结果表明:(1)母子依恋与父子依恋从初一到初二都呈下降趋势,但从高一到高二又呈上升趋势;高二年级的母子依恋显著高于初二年级;(2)同伴依恋水平从初一到高二持续上升;(3)女生的母子依恋、同伴依恋显著高于男生,而父子依恋与男生没有显著差异。模型检验结果表明:(1)在控制年龄、性别的条件下,母子依恋与同伴依恋的交互作用模型成立,但父子依恋与同伴依恋的交互作用不显著。具体而言,母子依恋与同伴依恋对问题行为有累积效用,当两种依恋关系都发展较好时,青少年的问题行为减少,当两种依恋关系都发展不好时,问题行为增多。(2)父子/母子依恋对内化/外化问题行为的间接效应模型均成立,但间接效应值有所不同。父子、母子依恋通过同伴依恋间接作用于内化问题行为的效应值分别是22.97%与24.25%,间接作用于外化问题行为的效应值分别是11.25%与9.79%。上述结果表明:(1)亲子依恋与同伴依恋在青少年早期与中期具有不同的发展模式,尽管同伴依恋持续上升,但亲子依恋并没有持续下降,而是在青少年中期回归上升趋势。而且这些依恋关系并非独立作用,而是协同作用于青少年的问题行为。同伴依恋在母子依恋与问题行为之间既能起调节作用也能起中介作用,在父子依恋与问题行为之间起中介作用。更多还原

【Abstract】 With the development of age,children develop significant relationships from caregivers to peers.Previous studies have shown that both high quality relationship with parents and peers can promote adolescent psychosocial functioning.However,the development characteristics of parent-adolescent attachment relationship and peer relationship remain unclear.Besides,how they associated with problem behavior exist at least 3 possible linking ways:an independence model,an interaction model,and an indirect effect model.Thus,the present study aims to investigate the development characteristics of those attachment relationships and to test which linking model is more applicable.A total of 2994 students in grade 7,8(early adolescence) and 10,11(middle adolescence) were recruited from8 schools in Beijing.Applied questionnaires included revised Chinese version of Inventory of Parent and Peer Attachment(Armsden & Greenberg,1987) and Child Behavior Checklist(Achenbach,1991).The results showed that parent-child attachment(both father and mother) declined from grade 7 to 8,but rised suddenly from grade 10 to 11,and mother-child attachment level in grade 11 was significantly higher than grade 8.However,peer attachment level increased continuingly from grade 7 to 11.Girls had significantly higher quality of attachment than boys with mother and peers.After control gender and age,the interaction effect model was selectively applied to mother-child attachment,but not father-child attachment.That is,peer attachment could only moderate the relationship between motherchild attachment and problem behaviors.Specifically,mother-child attachment and peer attachment had an increase effect for each other to reduce problem behaviors.Adolescents who had both high quality of mother-child and peer attachment would appear less problem behaviors than others.Finally,the indirect effect model was tested which showed that the effects of father-child attachment and mother-child attachment on internalizing problems were partially mediated by peer attachment,and the indirect effect made up 22.97%and 24.25%respectively of the total effect.The indirect effects they made on externalizing problems by peer attachment were only made up 11.25%) and 9.19%respectively.The current results suggested that the development patterns of parent-child attachment and peer attachment were different in early and middle adolescence.Although peer attachment continued to grow,parent-child attachment did not decline consistently.By contrary,adolescent could develop good quality of attachment with both parents and friends in middle period.Furthermore,those attachment relationships played interactional role in adolescents’ psychosocial functioning.Peer attachment not only moderated,but also mediated the effect of motherchild attachment on problem behaviors,especially for internalizing problems.Besides,it mediated the effect of father-child attachment on internalizing problems.更多还原