亲子依恋与初中生人际宽恕的关系:一个有调节的中介模型

采用问卷法对浙江省四所初中的502名在校学生进行调查,探讨亲子依恋与人际宽恕的关系,提出一个有调节的中介模型,考察共情的中介作用和自尊的调节作用。结果发现:(1)亲子依恋对初中生人际宽恕既有直接预测作用,又可通过共情间接影响人际宽恕;(2)亲子依恋通过共情的间接效应受到自尊的调节,即相对于低自尊个体,共情对高自尊初中生亲子依恋与人际宽恕关系的影响更显著。本研究表明,安全的依恋关系有利于培养初中生的共情,进而促进人际宽恕,但是较低的自尊水平会阻碍共情作用的发挥。结果提示培养良好的亲子关系和提高自尊水平对于初中生宽恕品质的发展有重要作用。     

Examining School Attachment,Social Support,and Trauma Symptomatology Among Court-Involved,Female Students

Court-involved youth (i.e., youth in the foster care and/or juvenile justice systems), and particularly those in residential placement facilities, often present with trauma histories that can impede various areas of development and functioning. These traumatic histories can negatively impact academic performance and school success, leading to poorer outcomes later in life. In particular, female youth in these systems exhibit unique responses to traumatic experiences that further complicate healthy development. This study assesses female, court-involved students (n?=?141), exploring the relationship between school attachment and school involvement, school social support (from peers, teachers, and other staff), and trauma symptomatology among a sample of residential placement students exposed to a trauma-informed teaching intervention over the course of a school year. It was hypothesized that higher school attachment/involvement and social support would be associated with lower student trauma symptomatology. As expected, findings demonstrated that students in the sample had experienced high trauma exposure, as indicated by their high trauma symptomatology. Unexpectedly, they also had high school attachment. Furthermore, higher school attachment was associated with lower trauma symptoms among students. On the other hand, students reported lower levels of social support from classmates, which was associated with significantly higher trauma symptomatology. Implications for future research are addressed.     

高中生羞怯与学校适应的关系:同伴依恋的中介作用及年级差异

目的:考察高中学生羞怯、同伴依恋与学校适应之间的关系及其年级差异。方法:以中学生羞怯量表、同伴依恋量表以及学校适应量表为研究工具,从潍坊市两所高中抽取12个班共计605名高中生进行问卷测查。结果:(1)高中生羞怯与同伴依恋、学校适应呈显著负相关; 同伴依恋与学校适应呈显著正相关。(2)同伴依恋在高中生羞怯和学校适应之间起部分中介作用,但同伴依恋在高一学生中中介作用显著,而在高二和高三学生中,这种中介作用不显著。     

Are perceived school climate dimensions predictive of students’ engagement?

Students’ engagement is known to be associated with academic success and to prevent school dropouts. While many studies have considered this variable when examining school trajectories, more research is needed to investigate the factors that may sustain and promote engagement in school, regarded as a multidimensional construct (affective vs. cognitive vs. behavioral engagement). In the present cross-sectional study, associations between students’ perceptions of school climate dimensions and their level of engagement were explored. The differential effects on these associations of sex and social background were also examined. Results from a sample of 955 high-school students showed that a model incorporating six dimensions of perceived school climate explained a large proportion of the variance in students’ engagement, especially affective engagement. The perceived climate of relations between teachers and students appeared to be highly predictive of students’ engagement. Analyses also revealed that the predictiveness of school climate factors for affective, cognitive and behavioral engagement varied slightly according to sex and social background. These results highlight important levers associated with students’ engagement in school.     

中小学班主任情感素质对学生情感素质影响的多水平模型

中小学生的情感素质日益受到关注,培养学生良好的情感素质具有重大的现实意义。中小学生情感素质发展受到诸多因素的影响,但学校教育,特别是班级发挥着独特的作用。探索中小学班主任对学生情感素质及其与班级氛围间的关系影响,具有重要的学术和实践价值。研究以改编的班级氛围问卷测量班级氛围,以选编的青少年情感素质问卷测量学生的情感素质,用自编的中小学班主任情感素质问卷测量班主任的情感素质,以多层线性模型(HLM)方法进行分析,涉及到178个教学班的4921名学生。结果显示：学生个体所知觉到的班级氛围状况对其情感素质具有显著的预测作用,班主任的情感素质对学生情感素质及其与班级氛围间的关系具有一定的影响。     

Friend influence on prosocial behavior: The role of motivational factors and friendship characteristics

This study examined motivation (prosocial goals), individual characteristics (sex, ethnicity, and grade), and friendship characteristics (affective quality, interaction frequency, and friendship stability) in relation to middle adolescents' prosocial behavior over time. Ninth- and 10th-grade students (N = 208) attending a suburban, mid-Atlantic public high school and having at least 1 reciprocated friendship were followed for 1 year. Hierarchical regression analyses revealed that a friend's behavior is related to an individual's prosocial goal pursuit, which in turn, is related to an individual's prosocial behavior. Further, the affective quality of a friendship and the frequency with which friends interact moderate relations of a friend's prosocial behavior to an individual's prosocial goal pursuit.     

Correlates of Adolescent Cyberbullying in South Korea in Multiple Contexts: A Review of the Literature and Implications for Research and School Practice

Cyberbullying is rapidly increasing in South Korea. The present article reviews research on factors associated with cyberbullying perpetration and victimization in South Korea. Study findings suggest a number of factors within individual, family, peer, and school levels. Relations with parents, parental verbal abuse, and a lack of attachment are related to perpetration. Delinquent peer association is positively associated with perpetration and victimization, and students’ school satisfaction is negatively associated with this victimization. Adolescents’ use of social networking sites and social media and lack of rules in cyberspace are found to increase perpetration and victimization. Research and practice implications are discussed.     

Parental Attachment and Adolescents' Perception of School Alienation: The Mediation Role of Self-Esteem and Adjustment

The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.     

依恋与孤儿初中生心理健康的关系:自我污名和心理韧性的并行中介作用

采用问卷测量法对某省立孤儿学校520名在校孤儿初中生进行调查,探讨师生依恋、同伴依恋与孤儿初中生心理健康的关系,以及自我污名和心理韧性在其中的并行中介作用。结果表明：（1）师生依恋、同伴依恋均可以正向预测孤儿初中生心理健康,但师生依恋预测作用更大,因而更重要;（2）自我污名和心理韧性是依恋预测孤儿初中生心理健康的并行中介变量,自我污名负向中介作用大于心理韧性正向中介作用;（3）师生依恋对孤儿初中生心理健康的预测作用完全以自我污名和心理韧性为中介,同伴依恋对孤儿初中生心理健康的预测作用部分以自我污名和心理韧性为中介。研究结果可为我国福利性集中供养制孤儿学校开展孤儿心理健康教育实践提供依据。     

亲子和同伴依恋对初中生心理素质发展的影响:个人中心分析视角

本研究旨在考察初中生心理素质的发展轨迹以及亲子和同伴依恋对其的影响。三所中学的442名初一学生和501名初二学生参加了三轮追踪调查,初测平均年龄M =12.83,SD =0.74。结果发现,初一学生,心理素质发展轨迹可分为中-降组（79%）和高-升组（21%）两个亚群组;且初一上父子依恋或母子依恋水平越高,心理素质发展轨迹为高-升组的概率大于中-降组。初二学生,心理素质发展轨迹可分为低-稳组（84%）和高-升组（16%）两个亚群组;且初二上父子依恋水平越高,心理素质发展轨迹为高-升组的概率大于低-稳组。结果表明初中生心理素质发展轨迹可以分为不同的亚群组类型,父子依恋和母子依恋对初中生心理素质发展有积极作用,这些发现对于初中生心理素质的培养具有一定的指导意义。     

我国中等职业学校青少年学生情感素质的现状

本研究采用自编的《青少年情感素质调查问卷》对全国3类地区9大城市1767名中等职业学校青少年学生进行了问卷调查。结果表明：我国中职生情感素质总体处于积极正向、亟待提高的状况;女生的情感素质稍优于男生,但存在结构性差异;情感素质与中职生学业自评呈正相关;居住情况和父母学历对中职生情感素质影响不大;与同龄高中生在情感总体上没有显著差异,仅理智情感发展低于高中生,并主要表现在自信感和好奇心方面;师生关系良好、教师有情施教对中职生各方面情感素质发展具有极为重要的促进作用,应引起教育部门的高度关注。     

Implicit theories moderate the relation of positive future fantasies to academic outcomes

We hypothesized and observed that the degree to which students endorsed entity theories - the view that intelligence is fixed rather than malleable - attenuated the affective benefits and exacerbated the achievement drawbacks of positive fantasies in the academic domain. Positive fantasies only predicted low anger and anxiety for schoolchildren who did not strongly endorse entity theories (Study 1), and positive fantasies only predicted poor final school grades for vocational students who did strongly endorse entity theories (Study 2). An experiment indicated that for university students with stronger entity theories, positive fantasies demanded relatively little attention (Study 3), suggesting that positive fantasies obscure the opportunity for the preemptive self-regulation which promotes successful performance.     

Gender-Typed Behaviors and School Adjustment

This study investigates whether gender-typed behaviors are associated with two aspects of school adjustment—engagement and attachment. The analysis uses a nationally representative sample of middle and high school students in US schools in 1995 (n?=?6,349 girls and 5,954 boys). Ordinary least square models show that both boys and girls with extremely gender-typed behaviors report lower levels of school engagement and attachment than gender-typical peers, consistent with previous research that documented adjustment problems linked to hypergender. Among boys but not among girls, gender-atypical students report lower levels of engagement and attachment than gender-typical peers, indicating stigma attached to boys’ feminine behaviors at school. Interpersonal problems with peers and teachers explain large portions of these group differences.     

同伴依恋与初中生手机成瘾的关系：有调节的中介效应分析

为明确同伴依恋与手机成瘾的关系及其机制,本研究构建了一个有调节的中介模型,重点考察了消极情绪的中介作用以及独处能力的调节作用。采用问卷法,对729名初中生的同伴依恋、消极情绪、独处能力及手机成瘾的情况进行调查。结果显示:(1)在控制性别、年龄、年级、是否独生、手机使用年限后,同伴依恋对手机成瘾具有显著的负向预测作用;(2)消极情绪在同伴依恋与手机成瘾的关系中起完全中介作用;(3)同伴依恋对手机成瘾的直接作用及消极情绪的中介作用均会受到独处能力的调节。研究结果不仅有利于从依恋理论及客体关系理论的视角理解同伴依恋与手机成瘾的内在机制,而且对引导初中生形成良好人际关系为其心理社会功能服务具有启示意义。     

Psychological Consequences for High School Students of Having Been Sexually Harassed

The psychological and educational consequences of sexual harassment for high school students were investigated in two studies. Both studies involved a modified survey originally designed for the American Association of University Women (1993). In Study 1, which involved 760 male and 779 female high school students (mainly 16- to 19-year-olds), we compared the behaviors and attitudes of (a) students who had recently been harassed and were upset by it, and (b) students who had not been harassed. Harassment led to several negative psychological and educational consequences rather than to a general stress reaction. Consequences varied with the type of harassment experienced. In Study 2, we surveyed 30 male and 67 female university students who were enrolled in a 1st year psychology course. We found that current doubt about romantic relations was associated with two types of harassment experienced during high school. Thus, some specific consequences of harassment might be long-lasting.     

Testing a model of minority identity achievement, identity affirmation, and psychological well-being among ethnic minority and sexual minority individuals

How is social identity related to psychological well-being among minority individuals? Drawing on developmental models of identity formation (e.g., Erikson, 1968) and on Social Identity Theory (Tajfel & Turner, 1979), we tested a conceptual model examining links between two key aspects of social identity and psychological well-being. We proposed that the association between identity achievement (exploring and understanding the meaning of one's identity) and psychological well-being is mediated by identity affirmation (developing positive feelings and a sense of belonging to one's social group). Across three studies, including ethnic minority high school students (Study 1), ethnic minority college students (Study 2) and lesbian and gay male adults (Study 3), we found strong support for the model. Results suggest that the process of exploring and understanding one's minority identity can serve as an important basis for developing positive feelings toward and an enhanced sense of attachment to the group, which can in turn confer psychological benefits for minority individuals. Implications and directions for future research are discussed.     

高中生亲子依恋与生命意义感的关系:同伴依恋和时间洞察力的中介作用

以283名高中学生为被试,通过问卷调查的方式,探讨了亲子依恋对高中生生命意义感的影响,以及同伴依恋和时间洞察力在亲子依恋与生命意义感间的中介作用。结果表明：（1）亲子依恋、同伴依恋、时间洞察力与生命意义感两两间存在显著正相关;（2）同伴依恋与时间洞察力在亲子依恋与生命意义感之间起中介作用。即亲子依恋既可以直接影响高中生生命意义感,也可以通过时间洞察力和同伴依恋的中介作用间接影响高中生生命意义感。本研究揭示了亲子依恋与高中生生命意义感的关系及其作用机制,拓展了生命意义感的影响因素,为高中生生命教育提供了重要的理论依据。     

父母学业参与和高中生消极情绪的关系：亲子关系的中介作用以及父母心理控制的调节作用

目的：本研究旨在探究父母学业参与和学生消极情绪的关系及作用机制。方法：本研究对1569名上海高中生进行问卷调查,学生填写学业参与量表、心理控制量表、亲子关系量表和消极情绪评估量表。结果：（1）父母学业参与和学生的消极情绪负相关;（2）父母学业参与可通过提高亲子关系质量从而减少学生的消极情绪;（3）父母心理控制调节父母学业参与和亲子关系质量、父母学业参与和消极情绪之间的关系。结论：父母积极参与子女学业并减少对子女的心理控制,将更有利于形成良好的亲子关系和减少消极情绪。     

Attachment at school age and academic performance.

The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother-child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation-reunion procedure occurring when the children were approximately 6 years of age. Children's mastery motivation and academic performance were assessed 2 years later (at age 8). Analyses indicated that secure children had higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school underachievement, with the poorest performance on all measures except mastery motivation. Avoidant and ambivalent children were lowest on mastery motivation. Results of mediational analyses support the salience of mother-child interactional processes and child cognitive engagement at school age in explaining relations between attachment and cognitive functioning in school.     

我国当代青少年情感素质现状调查

本研究在青少年情感素质理论和发展的情感分类思想指导下, 在理论构想与实践探索相结合的基础上, 编制了富有原创性的内含6个分问卷、可测查青少年2层次6大类29种情感发展状况的调查工具——《青少年情感素质问卷》, 并以此对我国3类地区9大城市及其郊县的117所学校的25485名青少年学生进行首次大规模情感素质测查。结果发现: 我国青少年情感素质整体上处于积极正向状态, 但亟待提高; 男女生情感素质主要存在结构性差异; 情感素质未随学段升高而提高, 反有下降趋势, 其中乐学感和自信感下降达显著水平; 情感素质与学习成绩的自我评价、父母受教育程度呈正相关; 师生关系良好、教师有情施教对青少年学生各方面情感素质发展具有重要而直接的促进作用。