同伴侵害对留守青少年主观幸福感的影响:自尊和社会支持的作用

采用追踪设计,对贵州省487名留守青少年进行间隔6个月的两次追踪调查,考察同伴侵害对男女留守青少年主观幸福感的影响以及自尊、教师支持和朋友支持在其中的作用。结果表明：（1）同伴侵害不仅能显著负向预测半年后留守青少年的主观幸福感,还能通过自尊的中介作用间接预测主观幸福感;（2）朋友支持可以显著缓解同伴侵害对男女留守青少年主观幸福感的消极影响：当朋友支持较低时,同伴侵害对男女留守青少年主观幸福感的消极作用显著,当朋友支持较高时则不存在显著影响;（3）教师支持可以显著缓解同伴侵害对留守女生主观幸福感的直接作用：相对于高教师支持的女生,同伴侵害对主观幸福感的影响在低教师支持的女生中更强;教师支持还可以调节留守女生同伴侵害与自尊之间的关系：相对于低教师支持的女生,同伴侵害对自尊的影响在高教师支持的女生中更显著。     

同伴侵害对留守青少年主观幸福感的影响:自尊和社会支持的作用

采用追踪设计,对贵州省487名留守青少年进行间隔6个月的两次追踪调查,考察同伴侵害对男女留守青少年主观幸福感的影响以及自尊、教师支持和朋友支持在其中的作用。结果表明：（1）同伴侵害不仅能显著负向预测半年后留守青少年的主观幸福感,还能通过自尊的中介作用间接预测主观幸福感;（2）朋友支持可以显著缓解同伴侵害对男女留守青少年主观幸福感的消极影响：当朋友支持较低时,同伴侵害对男女留守青少年主观幸福感的消极作用显著,当朋友支持较高时则不存在显著影响;（3）教师支持可以显著缓解同伴侵害对留守女生主观幸福感的直接作用：相对于高教师支持的女生,同伴侵害对主观幸福感的影响在低教师支持的女生中更强;教师支持还可以调节留守女生同伴侵害与自尊之间的关系：相对于低教师支持的女生,同伴侵害对自尊的影响在高教师支持的女生中更显著。     

亲子依恋与农村留守青少年焦虑的关系:教师支持的保护作用

本研究以306名父外留守、147名双留守和288名非留守青少年为被试,以亲子依恋问卷、领悟社会支持量表和儿童焦虑量表为研究工具,考察了亲子依恋与留守青少年焦虑的关系以及教师支持的保护作用。结果发现：（1）双留守青少年的母子依恋、父子依恋安全性显著低于,焦虑水平显著高于父外留守和非留守青少年,后两组青少年之间差异不显著;（2）安全性母子依恋能降低父外留守青少年的焦虑水平,安全性父子依恋能降低非留守和双留守青少年的焦虑水平;（3）安全性母子依恋能补偿不安全父子依恋对父外留守青少年焦虑的影响;（4）教师支持既能降低非留守和双留守青少年的焦虑水平,也能增强安全性父子依恋对父外留守青少年焦虑的保护作用。     

核心自我评价的代际传递：父母支持和子女基本心理需要满足的链式中介作用

采取整群抽样的方式对407户初中生家庭进行调查,探讨父母支持和子女基本心理需要满足在核心自我评价代际传递过程中的链式中介作用。结果表明：（1）核心自我评价在父母与其初中生子女之间存在代际传递效应;（2）父母支持和子女基本心理需要满足在核心自我评价的代际传递中起链式中介作用;（3）核心自我评价的代际传递效应不存在显著的亲代性别、子代性别、亲子性别差异。研究结果有助于理解核心自我评价的代际传递过程。     

父母心理控制与小学儿童焦虑：一个有调节的中介模型

采用班级整群抽样法选取山东省某市三至五年级464名小学儿童及其父母为被试进行为期一年的追踪研究,采用父母心理控制问卷、亲子冲突量表、努力控制问卷和儿童焦虑量表考察父母心理控制对儿童焦虑的影响,以及亲子冲突在两者之间的中介作用和儿童努力控制的调节作用。结果发现：(1)父亲/母亲心理控制均可以显著正向预测一年后的儿童焦虑,与父亲心理控制相比,母亲心理控制对儿童焦虑的预测作用更强;(2)父亲/母亲心理控制可以显著正向预测相应的父子/母子冲突(主体效应),母亲心理控制同时还可以显著正向预测父子冲突(伴侣效应);(3)只有母子冲突在母亲心理控制与儿童焦虑之间起部分中介作用,且中介效应的后半段路径受儿童努力控制的调节,即儿童高水平的努力控制缓冲了母子冲突对儿童焦虑的影响。     

父母体罚与青少年焦虑抑郁的关系:同伴侵害的中介效应与亲子关系的调节效应

采用问卷法对1406名初中生进行调查,考察了同伴侵害在父母体罚与青少年焦虑抑郁关系间的中介效应,以及亲子关系对这一中介过程的调节效应。结果发现：（1）在控制了性别、年龄、家庭月收入和父母受教育水平后,父母体罚显著正向预测青少年焦虑抑郁;（2）同伴侵害在父母体罚与焦虑抑郁关系间起着显著的完全中介作用;（3）亲子关系对中介路径"父母体罚→同伴侵害→焦虑抑郁"具有显著的调节效应。     

父母拒绝与留守儿童网络成瘾的关系:一个有调节的中介模型

采用问卷法对河南省44所中小学2171名留守儿童进行调查,考察了自我控制在父母拒绝和留守儿童网络成瘾间的中介作用,同时检验留守儿童领悟到的同伴支持对该中介路径的调节作用。结果表明：（1）在控制了年龄、性别和留守类型之后,父母拒绝对留守儿童的网络成瘾具有正向的预测作用;（2）父母拒绝不仅可以直接地预测留守儿童的网络成瘾,同时能够通过自我控制的中介作用间接预测网络成瘾;（3）同伴支持在父母拒绝对自我控制的影响中起调节作用,当同伴支持水平较高时,留守儿童的父母拒绝对自我控制的负向预测作用明显增强。     

家庭氛围、子女生活满意度与心理健康代际传递的关系：亲子性别和子女年龄的差异

为探讨家庭环境（家庭氛围）、认知过程（生活满意度）和个人因素（亲子性别和子女年龄）对心理健康代际传递的影响,对591户家庭亲子被试进行调查。结果显示：（1）父母心理健康均正向预测子女心理健康,家庭氛围和子女生活满意度在其中起了重要中介作用;（2）较之于父亲,母亲心理健康对家庭氛围的预测效应更显著,母亲能以家庭氛围和生活满意度为链式多重中介预测子女心理健康,父亲心理健康仅以生活满意度为中介预测子女心理健康;（3）母亲心理健康仅能直接预测女儿的生活满意度和心理健康,父子间代际传递效应高于父女,以及母亲对子女的影响效应随子女年龄增长而提高,父亲的影响效应却在下降。研究结果有助于揭示心理健康代际传递的作用机制,且可丰富心理健康领域的研究。     

母子依恋与农村儿童焦虑的关系：HPA轴活动的调节作用

本研究考察了母子依恋与农村留守、非留守儿童焦虑的关系以及儿童的HPA轴活动（唾液皮质醇日常节律）对这一关系的调节作用。39名留守儿童和70名非留守儿童完成了母子依恋问卷、儿童焦虑量表和连续三天共6次（上午、下午）的唾液采集。结果发现：（1）母子依恋安全性与留守儿童焦虑的负相关程度高于非留守儿童;（2）伴随皮质醇日常变化节律的提高,母子依恋安全性对留守儿童焦虑的保护作用增强,对非留守儿童焦虑的保护作用减弱。结果表明,HPA轴活动与母子依恋安全性的交互作用模式在农村留守与非留守儿童之间存在差异性。     

教师支持、同伴支持与中学生心理危机的关系：歧视知觉的中介作用

采用中学生心理危机状态问卷、教师支持问卷、同伴支持问卷和中学生歧视知觉问卷对2268名初高中生进行调查,探讨教师支持、同伴支持与中学生心理危机的关系,以及歧视知觉在上述关系中的中介机制。结果发现:(1)教师支持、同伴支持可以显著预测心理危机;(2)歧视知觉在教师支持、同伴支持和心理危机的关系中起着中介作用;同伴支持对心理危机的直接作用具有性别差异,而教师支持的直接作用不具有性别差异。中学生心理危机干预应重视认知调节,加强教师支持建设和促进同伴支持。     

Parental Migration and Rural Left-Behind Children’s Mental Health in China: A Meta-Analysis Based on Mental Health Test

Parental migration has been an important predictor of left-behind children’s developmental outcomes. Based on the ecological model of rural left-behind children’s development, we systematically reviewed studies related to rural left-behind children’s mental health in China and investigated left-behind children’s mental health and its influencing factors. Thirty-two studies involving 28,629 participants met the inclusion criteria were included in our meta-analysis to compare mental health of left-behind children and non-left-behind children. Twenty-two studies involving 8,634 participants were included in gender difference meta-analysis. The results indicated that left-behind children report more mental health problems than non-left-behind children, left-behind girls were confronted with higher level of mental health problems than left-behind boys, left-behind children in primary school and junior high school reported more mental health problems than those in senior high school, and self-guardian children have more serious mental health problems than children guarded by grandparents, former generation, and single parent. Implications for future practice were analyzed from family, school, and government perspectives.     

同伴友谊质量与留守儿童社会适应性的关系：有调节的中介模型

以生态系统理论为主要理论基础,对1440名农村留守儿童进行调查研究,建立农村留守儿童社会适应性的影响因素结构模型。研究发现,师生关系、友谊质量和自我意识直接影响社会适应性;亲子沟通、社会支持分别通过影响师生关系、友谊质量和自我意识而间接地影响社会适应性。应格外重视留守儿童的友谊质量及自我意识,同时加强亲子沟通,完善社会支持系统,形成学校、家庭、社会教育合力,切实提高农村留守儿童社会适应性。     

留守儿童生活压力与孤独感、幸福感的关系:心理资本的中介与调节作用

采用问卷法对971名农村儿童进行入户调查,以考察生活压力与留守/非留守儿童孤独感、幸福感的关系以及心理资本在此关系中的作用。结果显示:与非留守儿童相比,留守儿童的生活压力与孤独感较高,心理资本与幸福感较低;生活压力对留守/非留守儿童的孤独感有正向预测性、幸福感有负向预测性,心理资本对此起部分中介作用,且在两群体中的中介过程一致;心理资本仅能有效缓冲生活压力对留守儿童孤独感、幸福感的不利影响。     

Intergenerational transmission of attentional bias and anxiety

Earlier evidence has revealed a bi‐directional causal relationship between anxiety and attention biases in adults and children. This study investigated the prospective and concurrent relations between anxiety and attentional bias in a sample of 89 families (mothers, fathers, and first‐born children). Parents’ and children's attentional bias was measured when children were 7.5 years old, using both a visual probe task and visual search task with angry versus happy facial expressions. Generalized and social anxiety symptoms in parents and children were measured when children were 4.5 and 7.5 years old. Anxiety in parents and children was prospectively (but not concurrently) related to their respective attentional biases to threat: All participants showed a larger attentional bias to threat in the visual search (but not in the visual probe) task if they were more anxious at the 4.5 (but not at the 7.5) year measurement. Moreover, parents’ anxiety levels were prospectively predictive of the visual search attentional bias of their children after controlling for child anxiety. More anxiety in mothers at 4.5 years was related to a faster detection of angry among happy faces, while more anxiety in fathers predicted a faster detection of happy among angry faces in children at 7.5 years. We found no direct association between parental and child attentional biases. Our study contributes to the recently emerging literature on attentional biases as a potential mechanism in the intergenerational transmission of anxiety by showing that parents’ anxiety rather than parents’ attentional bias contributes to the intergenerational transmission of risk for child anxiety.     

父母心理攻击：代际传递与配偶对代际传递的调节作用

作为一种常见的父母严厉管教方式, 父母心理攻击是指父母通过言语的或象征性的攻击行为对儿童实施的心理上或情感上的拒绝。国外研究表明, 父母严厉管教表现出代际传递效应。选取793名小学生父母为被试, 采用问卷调查法考察中国文化背景下父母心理攻击的代际传递效应以及配偶对代际传递的调节作用。结果表明：(1)母亲对男孩实施心理攻击的普遍性和频繁性显著高于女孩。(2)父母的心理攻击均具有显著的代际传递效应。(3)父亲对儿童实施的心理攻击对母亲心理攻击的代际传递具有调节作用, 母亲心理攻击的代际传递性随着父亲心理攻击水平的增高而降低。     

Maternal anxiety and toddler depressive/anxiety behaviors: The direct and moderating role of children's focused attention

Attention mechanisms have a pertinent role in shaping developmental pathways to anxiety and depressive disorders. The current study examined the direct and interactive associations between maternal anxiety symptoms, children's focused attention, and children’s anxiety and depression behaviors in early toddlerhood. Participants were 150 mother-child dyads (50 % female) that were assessed at two time points. At 12 months of child age, mothers reported about their anxiety symptoms and children's focused attention. Children's focused attention was also observed and rated from an individual play task. At 18 months of age, mothers reported about children's anxiety and depression behaviors. Focused attention predicted child anxiety and depressive behaviors, with different patterns of associations between observed and reported measures of attention. There was also a significant interaction between maternal anxiety symptoms and observed children's focused attention. A positive association between maternal anxiety symptoms and child anxiety and depression symptoms was evident only for children with above-average levels of observed focused attention during play. Results suggest that different aspects of focused attention play a role in maternal reported anxiety and depression behaviors in early development and may modulate the intergenerational transmission of anxiety.     

Transmission of Educational Outcomes Across Three Generations: Evidence From Migrant Workers’ Children in China

The migration of parents or children may bring risks to children’s academic performance, but intergenerational effects on the academic performance of migrant workers’ children have been underexplored. This study aims to investigate how grandparents’ socioeconomic status (G1) and parents’ proximal and distal socioeconomic status (G2) influence the academic performance of migrant workers’ children (G3) and the corresponding impacts on the academic performance of migrant and left-behind children. The data used in this study were collected from a survey of 2017 migrant workers conducted in 13 districts and cities of 7 provinces of China in 2014. The results of ordered logistic regression models indicate that G1 grandparent socioeconomic status is positively associated with G2 academic performance and education level. Similarly, G2 parental academic performance and education level are positively linked to G3 academic performance. Parental distal academic performance and education level play an important role in G3 academic performance, but grandparents’ socioeconomic status is not significantly associated with G3 academic performance while controlling for both G1 and G2 variables. In addition, the influence of grandparents’ and parents’ socioeconomic status differs between migrant and left-behind children. Grandparent and parental occupation status only have a significant impact on left-behind children. The educational reproduction of migrant workers’ children has different logics among migrant and left-behind children. Further policies and social services are required to improve the development of migrant workers’ children.

     

What Matters Most to the Left-Behind Children’s Life Satisfaction and School Engagement: Parent or Grandparent?

This study compared the role of the parent and grandparent in the adjustment of children who had, and who had not, been left behind when their parents moved to urban areas for work, and tested whether self-esteem mediated the association between these family relationships and child adjustment. The sample included 428 middle school students in central China, 204 of whom were left-behind children who were cared for by grandparents and 224 of whom were not left behind. The students responded to five questionnaires measuring parent–child relationships, grandparent–child relationships, self-esteem, life satisfaction and school engagement. Regression analyses showed that self-esteem mediated the association between parent–child and grandparent–child relationships and children’s adjustment, but there were different patterns of association for the non-left-behind children and left-behind children groups. Furthermore, the unique effect of parent–child relationships was higher than that of grandparent–child relationships for the non-left-behind children, but for the left-behind children, grandparent–child relationships played a more important role than grandparent–child relationships in predicting their school engagement, and parent–child relationships played a more important role in predicting their life satisfaction. Parents who are far away and grandparents who are close at hand can shape different psychological and behavioral development outcomes of left-behind children.