家庭因素与青少年犯罪的关系研究述评

随着犯罪理论（如社会控制理论、依恋理论、社会学习理论和问题行为理论）的不断发展,家庭因素与青少年犯罪关系的研究重点已由最初的家庭结构变量（如家庭完整性、家庭经济状况）逐渐扩展并聚焦在家庭功能变量（如家庭气氛、亲子依恋和亲子沟通等）和家庭成员行为变量（如教养方式、父母监控等）。近年来该研究领域开始深入探讨青少年认知过程在教养方式与青少年犯罪之间所起的中介作用,以及儿童青少年的人格、社区环境、神经生物学等变量与家庭因素的交互作用。最后本文总结了该领域研究的最新趋势和以往研究的不足     

父母受教育水平与青少年学业适应的关系：父母教养与亲子沟通的中介作用

选取716名高一和高三青少年为被试考察父母受教育水平与青少年学业适应之间的关系,揭示父母教养行为与亲子沟通在其中的中介作用。结果发现,（1）父母受教育水平、亲子沟通、教养行为以及学业适应之间均存在显著相关。（2）父母教养行为的接纳/参与、严厉/监督维度以及亲子沟通在父母受教育水平与青少年学业适应之间起中介作用。（3）直接效应模型和中介模型具有跨性别、城乡和年级等同性。因此,既应关注父母受教育水平与青少年学业适应的直接关系,也应重视亲子互动在其中的重要作用。     

亲子沟通对青少年社会适应的影响:兼及普通学校和工读学校的比较

该研究利用协方差结构模型的方法,对青少年的亲子沟通与其行为问题、同伴关系和学业成绩之间的关系进行了考察,并就父子沟通和母子沟通对青少年社会适应影响的差异进行了分析,最后用多样本比较分析了普通学校初中生和工读学校学生之间的差异。结果表明：(1)理论模型与数据吻合很好,家庭亲子沟通影响青少年的行为问题、同伴关系和学业成绩。(2)父子沟通与母子沟通对学生的同伴关系、行为问题和学业成绩的影响无显著差异。在各观察变量中,父子沟通时间和母子沟通态度对青少年的同伴关系有显著影响,亲子沟通(父母)时间对青少年行为问题的发生有影响。(3)不同类型学校之间多样本比较表明,普通校与工读校的青少年在模型结构上存在差异。工读校的青少年,其母亲的沟通态度和选择的沟通场合对同伴关系有显著影响,其父亲对沟通场合的选择和母亲的沟通内容对行为问题的发生有显著影响,父亲沟通的内容与主动性对青少年的学业成绩有影响。(4)普通校学生的同伴关系对行为问题没有显著影响,但在工读学校,同伴关系对行为问题有显著影响。     

亲子沟通类型与青少年社会适应的关系

从北京市一所普通中学和济南市一所重点中学选取初一至高三六个年级720名学生为被试,探讨亲子沟通类型与青少年社会适应的关系。要求被试分别报告亲子沟通、学习成绩、自尊、抑郁、羞怯和问题行为的情况。结果发现:(1)在青少年与父母的沟通中,关系定向的沟通明显多于观念定向的沟通;随着年级的增长,关系定向和观念定向的沟通都有明显的增加;(2)在亲子沟通的类型中,保护型亲子沟通最多,其次为多元型亲子沟通,放任型和一致型亲子沟通最少;四种亲子沟通的年级分布存在明显的差异,初中生的放任型和保护型亲子沟通多于高中生,而高中生的多元型和一致型亲子沟通多于初中生;(3)同一种亲子沟通既可能促进青少年的积极社会适应,同时也可能增加青少年的消极社会适应。     

中晚期青少年的个人规划及其与亲子、朋友沟通的关系

采用未来取向问卷（中文版）、亲子沟通和朋友沟通问卷调查了1741名高中生和大学生,从探索和投入两个方面考察了中晚期青少年个人规划的基本特点以及亲子沟通、朋友沟通与个人规划的关系。研究发现：青少年对未来教育的探索和投入水平高于未来职业和婚姻/家庭;从青少年中期到晚期,个体对不同领域的探索与投入遵循不同的发展模式;女青少年对未来教育的投入更多,而男青少年对未来婚姻/家庭的探索和投入更多;城市青少年对未来教育的探索和投入更多,而农村青少年对未来婚姻/家庭的投入更多。亲子沟通对中晚期青少年成就领域的规划具有较大影响,且影响大于朋友沟通,而朋友沟通对青少年未来婚姻/家庭规划的影响更大     

网络亲子沟通与青少年抑郁的关系:线上社会资本的中介作用及其年龄差异

采用问卷法对武汉市两所中学549名青少年早期和中期的中学生进行调查,探讨网络亲子沟通对青少年抑郁的影响,同时考察线上社会资本在二者之间的中介作用,以及该中介效应的前半路径是否受年龄的调节。结果表明：（1）在控制性别、年龄和线下亲子沟通的条件下,网络亲子沟通负向预测青少年抑郁;（2）线上社会资本在网络亲子沟通与青少年抑郁之间起完全中介作用;（3）线上社会资本的中介作用受到青少年年龄的调节,相比青少年早期阶段,该中介作用在青少年中期阶段更显著。这些结果对于综合解释网络亲子沟通对青少年抑郁的作用路径与机制具有重要意义。     

亲子沟通问题与青少年社会适应的关系

从北京市一所普通中学、济南市一所重点中学选取887名初一至高三学生为被试,采取匿名的方式让被试报告与父母之间存在的沟通问题,以及自己的社会适应情况,以此探讨亲子沟通问题与青少年社会适应的关系.结果发现:(1)总体上,青少年报告的亲子沟通问题并不是很多.在9项亲子沟通问题中,排在第一位的问题是行为约束,排在最后一位的问题是缺乏信任.除高二和高三学生外,男女生,以及初一到高一学生的情况基本与总体相似;(2)男生报告的缺乏分享明显多于女生,而在9个方面的亲子沟通问题均存在明显的年级差异,且随年级升高呈现倒U型发展趋势,在缺乏分享方面,初二学生的得分最高,而其余8个方面均为初三的学生得分最高;(3)所有亲子沟通问题均与青少年的自尊呈显著负相关,与抑郁、社交焦虑和问题行为呈显著正相关;(4)亲子沟通问题的不同方面可以预测不同方面的青少年社会适应,但对自尊和抑郁的预测作用超过对社交焦虑和问题行为的预测作用.     

家校合作对青少年学业成绩的影响：一个有调节的中介模型

本研究基于广州市基础教育质量监测项目,以2380名初中生及其家长为被试,构建一个有调节的中介模型,考察了家校合作对青少年学业成绩的影响机制。研究发现：（1）家校合作对青少年学业成绩具有显著的正向预测作用;（2）在家校合作对青少年学业成绩的影响中,亲子沟通发挥了部分中介作用;（3）独生状况调节了家校合作→亲子沟通→学业成绩的后半段,即相对于非独生子女而言,独生子女亲子沟通对学业成绩的促进作用更为显著。     

家校合作对青少年学业成绩的影响：一个有调节的中介模型

本研究基于广州市基础教育质量监测项目,以2380名初中生及其家长为被试,构建一个有调节的中介模型,考察了家校合作对青少年学业成绩的影响机制。研究发现：（1）家校合作对青少年学业成绩具有显著的正向预测作用;（2）在家校合作对青少年学业成绩的影响中,亲子沟通发挥了部分中介作用;（3）独生状况调节了家校合作→亲子沟通→学业成绩的后半段,即相对于非独生子女而言,独生子女亲子沟通对学业成绩的促进作用更为显著。     

亲子沟通与农村青少年幸福感的关系：基本心理需要满足的中介作用

采用亲子沟通量表、基本心理需要满足量表和牛津幸福感问卷对广西四所农村中小学的1164名学生进行测量。结果表明：（1）农村青少年的基本心理需要满足、幸福感在不同性别、年级和SES上没有显著差异,但亲子沟通存在年级和性别交互作用差异,即五年级和初一女生与父亲的沟通质量显著高于初二女生,对男生而言则此差异不显著;（2）农村青少年的父子沟通、母子沟通与自主、胜任和关系三大基本心理需要满足及其幸福感均呈显著正相关;（3）亲子沟通不仅对农村青少年幸福感有直接预测作用,而且还会通过自主、胜任和关系三种基本心理需要满足的中介对农村青少年幸福感产生间接作用,其中关系需要满足的中介效应最大。     

亲子关系与青少年心理资本的关系:友谊质量的中介效应与学校联结的调节效应

该研究探讨了亲子关系与青少年心理资本的关系,并提出一个有调节的中介模型,考察友谊质量的中介效应和学校联结对该效应的调节效应。研究采用问卷调查的方式,对732名青少年进行了研究,研究工具包括亲子关系量表、心理资本量表、友谊质量量表、学校联结量表。结果表明：（1）友谊质量在亲子关系与青少年心理资本之间起中介作用,即亲子关系通过友谊质量间接影响青少年的心理资本。（2）亲子关系通过友谊质量对青少年的心理资本的间接效应受学校联结的调节,且这种间接效应在低学校联结的青少年中更显著。本研究验证了家庭系统、同伴系统和学校系统对个人系统（心理资本）的联合作用,对青少年心理资本的提高有一定的指导意义。     

Relationships, communication, and career in the parent-adolescent projects of families with and without challenges

Parent-adolescent joint actions that address the adolescent’s future were examined for their connection to the parent-adolescent relationship and communication goals and the steps taken to reach those goals. Nineteen parent-adolescent dyads, from families with and without family challenges such as chronic illness, unemployment, or divorce, identified a joint project that represented of goal-directed actions undertaken by the parents and adolescent together. Each dyad’s project was followed for a six-month period and data analyzed using the action-project method. Three groups of projects pertinent to career, the parent-adolescent relationship and communication emerged from the data: projects that were wholly concerned with the parent-adolescent relationship, projects that shifted from career development goals and actions to explicit relationship goals and actions, and projects in which parent-adolescent communication was used as a means to facilitate career and other developmental goals. The family challenges were evident in the construction of these projects as goals, ways to steer the projects, or reflected in the meaning attached to them.     

青少年亲子沟通的研究

亲子沟通是亲子关系研究中的一个重要方向。近20年来,国外在此领域已经涌现大量的研究成果。该文主要从亲子沟通的理论、影响因素、测量及其与青少年发展之间的关系等进行综述,并在此基础上提出了未来的研究方向,旨在为我国亲子沟通的深入研究提供借鉴。     

Program for the Education and Enrichment of Relational Skills: Parental Outcomes With an ADHD Sample

The goal of the current study was to examine the effect of the Program for the Education and Enrichment of Relational Skills (PEERS®), a 14-week parent-assisted friendship-building program for adolescents with ADHD, on parental functioning, quality of the parent-adolescent relationship, and family functioning. Participants included 25 parents of adolescents with ADHD. Families completed PEERS®. Measures of parenting stress, parental efficacy, parent-adolescent communication, parent-adolescent involvement, causal attributions for negative social interactions, and family chaos were completed by parents at pre- and post-treatment. Parents demonstrated statistically significant improvements in parenting stress and parent-adolescent communication and marginally statistically significant improvement in parental efficacy. Parents also demonstrated reliable change in parenting stress, parent-adolescent communication, parent-adolescent involvement, and family chaos. Overall, these findings demonstrate the benefit of PEERS® at improving parental functioning, quality of the parent-adolescent relationship, and family functioning for families of adolescents with ADHD.     

Parent-Adolescent Relationship and Adolescent Psychological Functioning among African-American Female Adolescents: Self-Esteem as a Mediator

African-American female adolescents living in urban areas are at increased risk for adverse adjustment outcomes. The present study accomplished two goals. First, the quality of the parent-adolescent relationship across age groups was examined for differences among younger (i.e., 12'14) versus mid-range (i.e., 15'16) versus older (i.e., 17'18) adolescents. Second, self-esteem was examined as a possible mediator of the relationship between the quality of the parent-adolescent relationship and adolescent psychological functioning in a sample of 608 African-American urban adolescent females. With regard to developmental shifts in the quality of the parent-adolescent relationship, midrange adolescents reported a significantly poorer relationship with their mother than older adolescents. Results also indicated that self-esteem partially mediated the relationship between parent-child relationship and adolescent psychological functioning. Mental health professionals can broaden their interventions that aim to improve adolescent psychological functioning by either focusing on the quality of the parent-adolescent relationship or adolescent self-esteem.     

Relationship of family socialization processes to adolescent moral thought

The author investigated the relationship between salient family processes and adolescent moral thought among a sample of 271 adolescents and their parents. Family-process variables measured were adaptability, cohesion, and parent-adolescent communication; adolescent moral thought was measured by the influence the adolescent participants attributed to sources of moral authority. Perceptions of high family cohesion were associated with the greatest influence attributed to the family as a source of moral authority. Perceptions of high family adaptability were associated with greater influence attributed to all sources of moral authority. Parent-adolescent dyads who perceived high positive communication showed strong parent-adolescent agreement on the levels of influence attributed to all sources of moral authority. The findings (a) support the view that a strong relationship exists between family-socialization processes and the content of adolescent moral thought and (b) redress an empirical imbalance in research literature.     

Intergenerational cultural dissonance in parent-adolescent relationships among Chinese and European Americans

Generational cultural gaps (assessed as the mismatch between adolescents' ideals and perceptions of the parent-adolescent relationship) were investigated among Chinese youth with immigrant parents and their European American counterparts who have been in the United States for generations and assumingly do not have intergenerational cultural gaps. The authors of the study examined the associations of such generational gaps with adolescents' behavioral problems and whether youth's appreciation of Chinese parent-adolescent relationships (parental devotion, sacrifice, thoughtfulness, and guan) described by the notion of qin would moderate the relationship between discrepancies and youth's adjustment. A total of 634 high school students (M = 15.97 years; 95 and 154 first- and second-generation Chinese American respectively, and 385 European Americans) completed measures of parental warmth, parent-adolescent open communication, qin, and psychological adjustment. The U.S.-born Chinese American adolescents' ideals exceeded perceptions of parents' warmth and open communication to a greater degree than it did for European American adolescents (ps < 0.05). Such discrepancies in parental warmth were related to greater internalizing symptoms for second-generation Chinese American youth than for their European American peers. In addition, for second-generation Chinese, their perceptions of qin, particularly parents' devotion and sacrifice, had stronger moderating effects, diminishing the associations between generational cultural gaps and youth's behavioral problems compared with those of European American and first-generation Chinese youth. Parental thoughtfulness also played a similar beneficial role, but did so for all youth.     

母子性格匹配、对性格的喜欢程度与青少年期母子沟通

以成都市两所中学632对初一到高三青少年及其母亲为研究对象,分别要求他们报告自己的性格、对对方性格的喜欢程度,同时要求青少年报告母子沟通状况,以考察性格匹配、性格喜好程度与母子沟通的关系。结果显示：性格均外向,情绪均稳定,精神质程度均低的母子性格匹配类型比其他母子性格匹配类型有更好的沟通。这一结果部分支持了吻合度理论。进一步的分析发现,相对于性格匹配,性格喜好程度对母子沟通的预测力更强,而且性格喜好程度在母子性格匹配类型与母子沟通的关系中发挥了完全或部分中介作用