【作者】 纪林芹；

【导师】 张文新；

【作者基本信息】 山东师范大学 ， 发展与教育心理学， 2007， 博士

【摘要】 长期以来,人类的攻击及其控制问题一直是心理学的一个重要研究课题,心理学历史上的许多重要学派都曾对这一问题进行过深入研究。发展心理学对于儿童攻击的研究可以追溯到上世纪30年代。从那时起,儿童青少年攻击的发展与控制一直是发展心理学研究最多的领域之一[1-2]。尤其是近一二十年来,随着全球范围内攻击与暴力问题日趋严重,并成为“全世界一个主要的而且越来越重要的公共健康问题”[3],关于儿童青少年攻击发展的研究因其重要的现实意义而更加受到研究者和社会的重视,并取得了一些令人瞩目的突破和进展。在个体攻击发展领域,已有儿童攻击发展的研究主要探讨了不同年龄阶段上个体攻击发展的模式、攻击与儿童社会适应的关系,并揭示了影响攻击的一些儿童自身的(如认知、情绪情感等)以及环境方面的因素。但是该领域仍存在一些重要问题有待进一步探讨,这包括攻击发展的个别差异问题、攻击与其他问题行为的共发性问题以及男女儿童在攻击的总体水平与发展过程上可能存在的差异问题等。此外,在影响攻击发展的环境因素方面,已有研究对影响儿童攻击发展的家庭相关因素的分析缺乏较清晰的概念框架,且多为横断研究设计,未能全面、深入地揭示攻击发展的家庭相关危险因素与保护因素。基于上述分析,本论文研究采用追踪设计和回溯设计相结合的策略探讨了儿童攻击与相关问题行为的发展及其家庭危险与保护因素。具体研究的问题包括:1、儿童早期至前青少年期攻击的发展,包括攻击发展的总体年龄模式、发展稳定性以及典型发展轨迹;2、儿童早期至前青少年期攻击相关问题行为的发展,包括各种内外化问题行为发展的总体年龄模式、发展稳定性、典型发展轨迹以及攻击与各种内外化问题行为的共发性;3、儿童攻击及相关问题行为可能存在的性别差异,包括总体水平、发展过程与模式以及个别差异的发展稳定性等方面的性别差异;4、儿童攻击及相关问题行为发展的家庭影响因素,具体包括家庭人口学特征、母亲教养及家庭功能等与儿童攻击及相关问题行为发展的关系。追踪研究的被试为200余名幼儿园小班儿童。分别采用观察(3—6岁)与同伴评定(7—9岁)的方法对儿童3—9岁的攻击进行追踪测评,运用教师评定问卷测量其从幼儿园到小学二年级的内外化问题行为,由儿童母亲报告家庭人口学特征及母亲教养、家庭功能等资料。回溯研究的被试为700余名小学六年级儿童,由教师回溯评定儿童7岁至12岁的攻击及各种内外化问题行为,家庭人口学特征、母亲教养及家庭功能等资料由儿童母亲报告。研究获得了如下主要发现:第一,在群体水平上,3—6岁间身体攻击随年龄增长而明显下降,在儿童中期身体攻击水平略有上升或相对较稳定,到儿童晚期身体攻击的总体水平仍有所下降。从儿童早期至中期言语和关系攻击随年龄增长而增多。第二,儿童的攻击具有较明显的个别差异。身体攻击的个别差异比较明显,儿童身体攻击的发展表现为低、中和高3条不同的轨迹路径,从儿童早期开始身体攻击的个别差异就表现出明显的跨时间稳定性。儿童早期至前青少年期言语攻击和关系攻击也表现出有差别的发展,到儿童中期以后言语攻击和关系攻击的个别差异表现出较明显的跨时间稳定性。第三,儿童的身体攻击与言语攻击及其发展具有明显的性别差异。男孩的身体、言语攻击水平高于女孩;与女孩相比,较多的男孩沿着高身体攻击、高言语攻击轨迹发展;男孩身体攻击的个别差异的稳定性比女孩略明显。男女儿童的关系攻击无明显差异。第四,儿童早期至前青少年期外化问题行为表现出与身体攻击相似的发展模式,其水平随年龄增长而下降。内化问题行为随年龄的发展表现为曲线模式,从儿童早期至中期内化问题下降,在儿童中期向晚期的发展中有所上升,到前青少年期总的内化行为水平又有所下降。第五,儿童早期至前青少年期外化问题行为及其发展具有明显的个别差异,表现为不同的发展轨迹,这种个别差异具有较明显的跨时间稳定性。内化问题行为及其发展也存在一定的个别差异性,特别是到了儿童中晚期内化问题行为发展的个别差异性比儿童早期略明显。第六,外化问题行为水平及其发展具有明显的性别差异。男孩的外化问题行为水平更高;与女孩相比,较多的男孩沿着高外化问题行为轨迹发展。男女儿童内化问题行为的水平及其发展无明显差异。第七,攻击与其它外化问题行为具有明显的共发性,表现为攻击与各种外化问题行为间存在显著相关,并且高攻击轨迹组的儿童比其它轨迹组的儿童较多地属于高外化问题行为轨迹。攻击与焦虑也具有一定的共发性,与其它内化问题行为间不存在规律性联系。第八,家庭社会经济地位较低的儿童容易出现攻击及各种外化问题行为。父母职业状况较差的儿童也易出现内化问题;随着儿童年龄增长,父母学历较低的儿童的内化问题行为总体上也比其它儿童明显。这表明父母较低的受教育程度及职业状况是儿童攻击及内外化问题行为发展的危险因素。相对而言,母亲学历与儿童的攻击及内外化问题行为间的联系更强。第九,回溯数据显示收入较低家庭的儿童的攻击及外化问题行为水平较高,表明至少在城市儿童样本上,较差的家庭经济状况是儿童攻击及外化问题行为发展的一个危险因素。第十,母亲积极教养、家庭功能与攻击及内外化问题行为间存在负向关系,表明积极教养、良好的家庭功能是攻击及内外化问题的保护性因素。消极教养与攻击及外化问题行为间存在正向关系,表明惩罚、控制性的教养是儿童攻击及外化问题行为发展的危险因素。更多还原

【Abstract】 Human aggression has been an important theme of research since the beginning of psychology and has been extensively studied by researchers with different theoretical perspectives. In the discipline of developmental psychology, research on children’s aggression can be traced back to the early thirties of the 20th century. Ever since then, the development and control of agreesion have been among topics that received the most attentions of researchers for more than half a century [1-2]. Especially in recent years, with violence has been recognized as a primary and increasingly important public health priority [3], research on development and treatment of aggression and other forms of antisocial behaviors has been further promoted and kept constantly growing.Among other things, the study of the development of aggression in the last several decades has primarily involved the developmental patterns of aggressive behaviors, the relationship between aggression and children’s social adjustments, and the intra-child and contextual factors of aggression. Although the large amount of research literature has shed much light on these themes, there are several important issues that need further clarifications and investigations, including the individual differences not only in the average level but also in the developmental pattern of aggression, the comorbidity of aggression and other problem behaviors, and the gender differences in the average level and the developmental courses of aggreesion. Besides, the existing conclusions of the related contextual risk factors and protective factors of children’s aggressive behavior are in most part from cross-sectional studies and lacked clear conceptual framework. These finding should be solidified via longitudinal design within a clear theoretical framework.This doctoral thesis was designed to examine the development of aggression and related problem behaviors and their risk and protective familial factors using a longitudinal design and a retrospective design respectively. Analysis of data focused on: (1) the development of aggression from early childhood to preadolescence, including the age-related pattern of aggression in different ages, stability of individual differences, and the developmental trajectories or subgroups; (2) the development of externalizing and internalizing behaviors from early childhood to preadolescence, including the age-related pattern of problem behaviors in different ages, stability of individual differences, the developmental trajectories of subgroups, and the comorbidity of aggression and externalizing and internalizing behaviors; (3) gender differences in the development of aggression and problem behaviors as manifested in the average level of both sex and also in the developmental trajectories and stability; (4) the related risk factors and protective factors in children’s family context, including the demographic characteristics, maternal parenting, and family environment.200 children from four kindergartens in Jinan City, Shandong Province were included in the longitudinal study. For the longitudinal sample, children’s aggression was assessed in an interval of half a year using natural observation from age 3 to 6 and in an interval of a year using peer rating when children were 7 to 9 years old. Teachers rated children’s externalizing and internalizing behaviors at age 4, 6, 7, and 8, and mothers reported the family demographic characteristics, parents’maternal parenting, and family environment at age 4, 5, 8, and 9. In the retrospective study, 700 children of grade 6 from four primary schools in Jinan City, Shandong Province were included. Children’s aggression and problem behaviors were rated by the head teachers who had ever been in charge of the classes from grade 1 to 6. Data of children’s family demographic characteristics, maternal parenting, and family environment were collected via mother report.The main findings of the study were as follows: 1. In the group level, children’s physical aggression decreased dramatically from age 3 to 6, and increased slightly or kept relatively stable during the transition from kindergarten to primary school, and then decreased steadily in late childhood. Verbal and relational aggression increased consistently in the childhood.2. There were individual differences in the development of aggression. Compared to verbal and relational aggression, physical aggression showed much more obvious individual variations in developmental courses, and 3 theoretically significant developmental trajectories were identified from early childhood to preadolescence. The stability of individual differences in the level of physical aggression was evident from early childhood onward. The development of verbal and relational aggression also showed differential development for different individuals. From middle childhood on, the stability of individual differences in the levels of verbal aggression and relational aggression became significant.3. Remarkable gender differences emerged in both the level and developmental courses of physical aggression and verbal aggression. Boys showed higher level of aggression than girls. They were more likely than girls to be involved in the developmental trajectories of higher aggression, and the stability of individual differences of physical and verbal aggression among boys was more evident than among girls. Such gender differences in aggression existed from early childhood. In the case of relational aggression, the gender differences were not significant, neither in terms of the group level nor in the developmental course.4. The development of externalizing behaviors manifested similar developmental patterns as those of aggression, and its level decreased systematically from early childhood to preadolescence. The average development of internalizing behaviors showed first a decrease from early childhood to middle childhood, then an increase in the transition to late childhood, and thereafter a decrease in preadolescence.5. Significant individual differences of externalizing behaviors were found, with theoretically significant developmental trajectories (4 developmental subgroups in the longitudinal sample and 2 subgroups in the retrospective sample) being identified from early to late childhood. The individual differences in the level of externalizing behaviors kept quite stable in childhood. The development of internalizing behavior also showed certain individual differences, and compared to that in early childhood, the individual variations of internalizing behaviors were more evident in middle and late childhood.6. There were gender differences in the average level and developmental courses of externalizing behaviors, with boys showing higher level of externalizing behaviors and being more likely to be involved in high externalizing behavior trajectories. No significant gender difference in internalizing behaviors was found.7. There were obvious comordity of aggression and other externalizing behaviors, which were reflected in the significant correlations between aggression and externalizing behaviors and the higher likelihood of children in high aggression trajectories to get involved in high externalizing developmental trajectories. Children’s aggression was found to be associated anxiety, but associations between aggression and other internalizing behaviors were not significant.8. Children from lower SES families were found to be more likely to show aggression and other externalizing behaviors than children from high SES families. Children whose parents were in the lower class of occupation were more likely to experience internalizing behaviors. From middle childhood on, children with parents of less education became more likely to experience internalizing behaviors. These results indicated that low SES as reflected in lower class of parents’occupation and less education was a consistent risk factor in the development of children’s aggression and problem behaviors.9. The retrospective study revealed the effect of family income on the development of aggression and related externalizing behaviors, indicating that family economic press was a risk factor in the development of children’s aggression and related externalizing behaviors.10. Positive parenting and the dimensions of family environment were associated negatively with children’s aggression and problem behaviors, indicating that positive parenting and favorable family atmosphere can serve as protective factors for children. Negative parenting was positively correlated with aggression and externalizing behaviors, suggesting that mother’s punishment and control were risk factors in the development of aggression and other externalizing behaviors.更多还原