亲子、同伴、师生关系与青少年主观幸福感关系的研究

为探讨青少年亲子关系、同伴关系、师生关系和其主观幸福感之间的关系,本研究构建了一个有调节的中介模型。采用青少年主观幸福感量表、亲子沟通问卷、同伴关系量表、师生关系量表对475名来自湖南、甘肃地区的初高中生进行测查。结果显示：（1）亲子、同伴、师生关系均能正向预测主观幸福感;（2）同伴关系在亲子关系和主观幸福感的关系间起部分中介作用;（3）亲子关系对主观幸福感的直接作用路径受到了师生关系的调节;（4）师生关系调节了亲子关系通过同伴关系影响主观幸福感的中介过程的前半路经。可见,师生关系在亲子关系预测青少年主观幸福感的过程中具备重要的调节功能,未来青少年主观幸福感的提升可聚焦于促进良好师生关系的建立以及发挥亲子、同伴、师生关系的联合作用。     

亲子依恋和师生关系对留守儿童内化问题的影响：同伴依恋的中介作用

为探究亲子依恋和师生关系对留守儿童内化问题的延时影响及同伴依恋在其中的中介作用,采用亲子依恋问卷、同伴依恋问卷、师生关系量表及长处与困难问卷对604名小学三年级留守儿童进行间隔半年的两次问卷调查。结果表明：师生关系负向预测留守儿童内化问题,父子依恋和母子依恋对内化问题的预测均不显著;同伴依恋在亲子依恋和师生关系与留守儿童内化问题之间均起中介作用。     

亲子依恋与青少年内外化问题的关系:心理韧性与同伴影响抵抗的链式中介作用

为了探讨亲子依恋与青少年内外化问题的关系,以及心理韧性和同伴影响抵抗在其中的链式中介作用,采用亲子依恋问卷、心理韧性量表、同伴影响抵抗量表和青少年行为量表对吉林省某中学的1029名中学生进行了调查。结果发现:(1)相对于外化问题,亲子依恋对青少年内化问题具有更大的影响。(2)同伴影响抵抗在亲子依恋与青少年内外化问题之间均具有中介作用;但相对于内化问题,安全亲子依恋对青少年外化问题的保护作用可通过个体的同伴影响抵抗能力得到更大的增强。(3)心理韧性与同伴影响抵抗在亲子依恋对青少年内外化问题之间均具有链式中介作用。     

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。     

校园排斥对初中生内外化问题的影响:同伴关系与核心自我评价的中介作用

该研究探讨了校园排斥和初中生内外化问题的关系,结合资源保存理论,进一步考察同伴关系（条件性资源）与核心自我评价（人格特质资源）对该效应的链式中介作用。采用青少年校园现实受排斥量表、同伴关系量表、核心自我评价量表、焦虑抑郁量表和外化行为倾向量表,对辽宁省2所中学540名初中生进行调查。结果表明：（1）校园排斥对于初中生的内化及外化问题均具有正向预测作用;（2）同伴关系、核心自我评价在校园排斥与内化问题中起完全中介作用,而在校园排斥与外化问题中起部分中介作用。具体而言,校园排斥通过三条路径影响内外化问题：一是同伴关系的单独中介作用;二是核心自我评价的单独中介作用;三是同伴关系—核心自我评价的链式中介作用。     

校园排斥对初中生内外化问题的影响:同伴关系与核心自我评价的中介作用

该研究探讨了校园排斥和初中生内外化问题的关系,结合资源保存理论,进一步考察同伴关系（条件性资源）与核心自我评价（人格特质资源）对该效应的链式中介作用。采用青少年校园现实受排斥量表、同伴关系量表、核心自我评价量表、焦虑抑郁量表和外化行为倾向量表,对辽宁省2所中学540名初中生进行调查。结果表明：（1）校园排斥对于初中生的内化及外化问题均具有正向预测作用;（2）同伴关系、核心自我评价在校园排斥与内化问题中起完全中介作用,而在校园排斥与外化问题中起部分中介作用。具体而言,校园排斥通过三条路径影响内外化问题：一是同伴关系的单独中介作用;二是核心自我评价的单独中介作用;三是同伴关系—核心自我评价的链式中介作用。     

亲子关系对青少年冒险行为的影响:有调节的中介模型

为探讨亲子关系对青少年冒险行为的影响机制,采用亲子关系问卷、同伴群体特征问卷及冒险行为问卷对山东省日照市三所普通中学的1275名初一到高三学生进行调查。结果发现：（1）父母支持与亲子冲突、不良同伴交往及冒险行为均呈负相关,亲子冲突与不良同伴交往、冒险行为均呈正相关,不良同伴交往与冒险行为呈正相关;（2）父母支持显著负向预测冒险行为,亲子冲突显著正向预测冒险行为,且两者的预测作用都可以通过不良同伴交往的中介作用实现;（3）在亲子冲突影响冒险行为这一模型中,不良同伴交往起中介作用,且中介的后半路径受性别调节,具体表现为：与女生相比,男生结交不良同伴会参与更多冒险行为。结果提示,不良亲子关系和不良同伴交往都是青少年冒险行为的重要预测因素,且不良亲子关系可以通过影响同伴交往影响青少年冒险行为。此外,在这一过程中,存在性别差异,当亲子冲突较多时,尤其应当关注男孩的同伴交往情况。     

社会负性环境对流动和留守儿童问题行为的影响：亲子和同伴关系的调节作用

使用问卷法对4279名流动、留守和农村普通儿童的亲子、师生和同伴关系、社会负性环境和问题行为的调查发现：（1）小学流动儿童的轻度问题行为得分显著高于留守儿童和普通儿童,小学流动和留守儿童的重度问题行为显著高于普通儿童;中学流动儿童的轻度问题行为得分依次显著高于普通儿童和留守儿童;（2）普通和留守儿童的亲子、师生关系和社会环境显著好于流动儿童;（3）亲子关系在社会负性环境对流动和普通儿童的问题行为的预测中起调节作用;同伴关系在社会负性环境对留守和普通儿童问题行为的预测中起调节作用。     

父母严厉管教与儿童问题行为的关系:儿童自我控制的中介作用

为探讨父母严厉管教、儿童自我控制与儿童问题行为间的关系,采用中文版亲子冲突解决策略量表、社会技能评定量表和儿童行为核查量表对济南市两所公立学校的1097名小学四到六年级儿童及其父母双亲进行测查。结果发现：（1）父母心理攻击和体罚与儿童自我控制均呈显著负相关,与儿童内化和外化问题行为均呈显著正相关,儿童自我控制与其内化和外化问题行为均呈显著负相关;（2）父亲心理攻击可以显著正向预测儿童内化和外化问题行为,母亲体罚可以显著正向预测儿童外化问题行为;（3）儿童自我控制在父亲心理攻击和母亲体罚与儿童内外化问题行为之间起中介作用,在母亲心理攻击和父亲体罚与儿童内外化问题行为关系间的中介作用不显著,中介作用模型不存在显著的儿童性别差异。综上,本研究发现父母严厉管教不仅直接影响儿童的内外化问题行为,而且会通过降低儿童自我控制水平间接导致儿童问题行为的增多。     

中学生亲子依恋对主观幸福感的影响:师生关系及自尊的链式中介作用

为探究师生关系和自尊在中学生亲子依恋与主观幸福感关系之间的链式中介效应,使用亲子依恋问卷、师生关系量表、自尊量表、积极/消极情感量表和生活满意度量表对北京地区八所普通中学的2730名中学生进行调查。结果发现:(1)中学生亲子依恋、师生关系、自尊和主观幸福感显著相关。(2)中学生亲子依恋不仅直接影响其主观幸福感,而且还通过师生关系的中介作用、自尊的中介作用和师生关系—自尊的链式中介作用对主观幸福感产生间接效应。     

Low self-esteem is related to aggression, antisocial behavior, and delinquency

The present research explored the controversial link between global self-esteem and externalizing problems such as aggression, antisocial behavior, and delinquency. In three studies, we found a robust relation between low self-esteem and externalizing problems. This relation held for measures of self-esteem and externalizing problems based on self-report, teachers' ratings, and parents' ratings, and for participants from different nationalities (United States and New Zealand) and age groups (adolescents and college students). Moreover, this relation held both cross-sectionally and longitudinally and after controlling for potential confounding variables such as supportive parenting, parent-child and peer relationships, achievement-test scores, socioeconomic status, and IQ. In addition, the effect of self-esteem on aggression was independent of narcissism, an important finding given recent claims that individuals who are narcissistic, not low in self-esteem, are aggressive. Discussion focuses on clarifying the relations among self-esteem, narcissism, and externalizing problems.     

童年中期受欺负与问题行为之关系: 一项两年纵向研究

摘要：采用同伴评价和教师评价对733名小学3年级儿童进行为期两年的追踪研究,通过结构方程模型,考察受欺负与两类问题行为的相互预测关系。结果发现：（1）受欺负与外化问题行为和内化问题行为呈显著正相关。（2）受欺负在两年之间呈现较高的稳定性;而外化问题行为和内化问题行为则表现出较低程度的稳定性。 （3）结构方程模型结果表明,三年级时的受欺负可以显著预测五年级时的外化问题行为,而三年级时的外化问题行为不能显著预测五年级时的受欺负;三年级时的内化问题行为可以显著预测五年级时的受欺负,而三年级时的受欺负不能显著预测五年级时的内化问题行为。在受欺负与问题行为的相互预测关系中,内化问题行为更有可能成为受欺负的触发因素,而外化问题行为则更有可能是对受欺负的回应。     

Prospective linkages between peer victimization and externalizing problems in children: a meta-analysis

Previous meta-analytic research has shown both concurrent and prospective linkages between peer victimization and internalizing problems in youth. However, the linkages between peer victimization and externalizing problems over time have not been systematically examined, and it is therefore unknown if externalizing problems are antecedents of victimization, consequences of victimization, both, or neither. This study provides a meta-analysis of 14 longitudinal studies examining prospective linkages between peer victimization and externalizing problems (n = 7,821). Two prospective paths were examined: the extent to which peer victimization at baseline predicts future residualized changes in externalizing problems, as well as the extent to which externalizing problems at baseline predict future residualized changes in peer victimization. Results revealed significant associations between peer victimization and subsequent residualized changes in externalizing problems, as well as significant associations between externalizing problems and subsequent residualized changes in peer victimization. Hence, externalizing problems function as both antecedents and consequences of peer victimization.     

The Role of Threat Appraisal in the Relation Between Peer Victimization and Adjustment Problems in Early Italian Adolescents

Appraisals are a key, but understudied part of the coping process. In the current study, the mediating role of threat appraisals in the relation between relational and physical victimization by peers and internalizing and externalizing problems was investigated in a sample of 155 Italian adolescents (52% female; M age = 12.2 years) using a cross‐sectional design. Structural equation modeling revealed that appraisals of threat (negative self‐evaluation, negative evaluation by others, loss of relationship) mediated associations between peer victimization and internalizing problems. Moreover, peer victimization affected externalizing behaviors, but this link was not mediated by threat appraisal. Implications for interventions with youth are discussed.     

Inaccuracy of Perceived Competence Ratings Is Associated With Problem Behaviors in 5-Year-Old Children

The authors examined problem behaviors in preschool children as a function of perceived competence. Prior research has demonstrated a link between inaccuracy of self-perceptions and teacher-reported externalizing behaviors in preschool aged boys. This study extended past research by adding data collected from observed behaviors in a laboratory setting, as well as parent reports of internalizing and externalizing behaviors. Five-year-old children completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) in the lab, participated in a 10-min puzzle interaction task with their cotwin and mother, and completed a short task assessing cognitive abilities. Children were grouped into 3 self-esteem categories (unrealistically low, realistic, and unrealistically high) based on comparisons of self-reported (PSPCSA) versus actual competencies for maternal acceptance, peer acceptance, and cognitive competence. Results showed that children who overreported their maternal acceptance and peer acceptance had significantly more parent-reported externalizing problems as well as internalizing problems. There were no significant differences in accuracy for cognitive competence. The findings from this study underscore the negative impact of unrealistically high self-appraisal on problem behaviors in young children.     

The Role of Peers in the Linkages Between Harsh Parenting and Mental Health Outcomes Among Adolescents from Families At-Risk

Harsh parenting is associated with adolescent mental health concerns. Peer relationships also importantly influence adolescent mental health outcomes. Although the direct associations between harsh parenting, peer relationships, and adolescent outcomes have been empirically established, less is known about the extent to which peer relationships mediate the associations between harsh parenting and adolescent outcomes. This study tested the links between harsh parenting, peer relationships, and adolescent outcomes among families at-risk for child maltreatment. With a sample of caregivers and adolescents (n = 218), the results of mediation analyses indicated that peer aggression partially mediated the pathway between harsh parenting and externalizing symptoms of both females and males. Additionally, peer rejection partially mediated the links between harsh parenting and internalizing symptoms of both females and males and peer rejection also was a partial mediator of male externalizing symptoms.