Psychometric properties of Spanish version of the Mini-Mental Adjustment to Cancer Scale

Background/ObjectiveThe aim of the study was to examine the factor structure and psychometric properties of the Spanish version of the Mini-Mental Adjustment to Cancer Scale (Mini-MAC) in a large sample of patients with non-metastatic, resected cancer.MethodsProspective, observational, multicenter study for which 914 patients were recruited from 15 Spanish hospitals. Exploratory and confirmatory factor analyses, validity and reliability analyses were conducted.ResultsFactor-analytic results indicated a 4-factor structure of the Spanish version of the Mini-MAC. Three subscales have psychometric properties similar to those of Helplessness, Anxious preoccupation, and Cognitive avoidance of the original the Mini-MAC. The Fighting spirit and the Fatalism subscales were combined on the Positive attitude scale. The four factor-derived scale scores exhibited acceptable accuracy for individual measurement purposes, as well as stability over time in test-retest assessments at 6 months. Validity assessments found meaningful relations between the derived scale scores, and Brief Symptom Inventory depression and anxiety scores and Functional Assessment of Chronic Illness Therapy spiritual well-being scores.ConclusionsThe Spanish version of the Mini-MAC provides reliable and valid measures for patients with non-metastatic, resected cancer, and results corroborate the instrument’s cross-cultural validity.     

父母控制与儿童心理适应的关系：儿童自我控制的中介作用

以555名小学四到六年级儿童为被试,采用问卷调查法考察父母控制与儿童心理适应的关系,以及儿童自我控制在两者关系间的中介作用。结果发现：（1）六年级儿童的自我控制水平显著高于四年级,且情绪症状显著多于四、五年级;男生多动−注意缺陷水平显著高于女生;（2）父母行为控制对儿童积极心理适应具有显著正向预测作用,对儿童消极心理适应具有显著负向预测作用;而父母心理控制对儿童积极心理适应具有显著负向预测作用,对儿童消极心理适应具有显著正向预测作用;（3）儿童自我控制在父母控制（行为控制和心理控制）与儿童多动−注意缺陷和亲社会行为的关系间起显著中介作用,在父母控制与儿童情绪症状关系间中介作用不显著。     

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。     

Relational and physical victimization within friendships: nobody told me there'd be friends like these

In past research, relational and physical forms of peer victimization have been identified that have been shown to be significantly associated with social–psychological maladjustment. These forms of victimization, although studied primarily within the group peer context, also occur within dyadic relationships such as friendships. Gender differences in friend victimization and the association between friend victimization and children's social–psychological adjustment were examined. Results showed that boys were more physically victimized by their friends than were girls. Girls were more relationally than physically victimized by their friends. Friend victimization was related to adjustment difficulties for both boys and girls; however, friend physical victimization was particularly related to boys whereas friend relational victimization was particularly related to girls. The implications of these findings for future research and intervention with victimized children are discussed.     

Emotion Regulation and Middle School Adjustment in Japanese Girls: Mediation by Perceived Social Support

Prior research has stated that successful emotion regulation (ER) contributes to psychological health and favorable interpersonal relationships. However, few studies have explored adaptive ER strategies in a school setting. The present study targeted Japanese female adolescents and examined the relationship between two specific ER strategies (reappraisal and suppression) and school adjustment, with social support as a mediating variable. Two hundred and seventy Japanese middle school girls completed measures of ER, perceived social support, and subjective school adjustment. The results showed that school adjustment was highest among reappraisers, followed by a balanced group who used both strategies with equal frequency, then suppressors. In addition, reappraisal showed both direct and indirect effects on school adjustment, while suppression showed only a negative indirect effect on school adjustment. Our findings suggest that reappraisal is an effective strategy that promotes receiving social support and consequently enhances school adjustment. Suppression, on the other hand, has neither favorable nor harmful impacts on school adjustment, but may, in the long run, result in poorer adjustment by impairing social relationships among adolescent girls.     

Gaps Between Immigrant Spouses in Host Country Language Proficiency: Longitudinal Effects on Marital Satisfaction

Research on immigration underscores the importance of language acculturation in successful adjustment to life in a new country. However, the profound impact of different levels of language proficiency between immigrant spouses on their married life is an understudied topic. The current study explores whether differences between immigrant spouses in host language proficiency predict marital satisfaction in their first four years in the host country. Using a three-wave longitudinal study, with intervals of one to two years, we collected data from 316 married couples who immigrated from the Former Soviet Union to Germany and Israel. Language proficiency and marital satisfaction were measured via self-report questionnaires. We conducted an Actor-Partner Interdependence Model analysis to control for dyadic and time data dependencies. The results indicate that differences between spouses in their host language proficiency predict marital dissatisfaction, and that this effect is exacerbated over time. These associations held across gender and host country. The findings are discussed in light of the gap-distress model.     

父母婚姻质量对小学生家庭作业努力影响的追踪研究:亲子亲合的中介作用

本研究探讨了父母婚姻质量对小学生家庭作业努力的影响,以及亲子亲合在父母婚姻质量与小学生家庭作业努力之间的中介作用。采用婚姻质量问卷、亲子亲合问卷、作业努力问卷对四个地区625名小学生及其家长进行了为期九个月的三次追踪研究。结果表明:(1)三次测量的父母婚姻质量、亲子亲合、小学生家庭作业努力两两之间存在显著相关;(2)交叉滞后分析显示,父母婚姻质量通过亲子亲合对小学生家庭作业努力产生影响。研究揭示了父母婚姻关系和亲子亲合对小学生家庭作业努力的影响及其作用机制,研究结果对父母参与小学生家庭作业具有启发和指导意义。     

婚姻质量对儿童亲社会行为的影响:父母积极情绪表达和教养行为的链式中介作用及其性别差异

为探讨父母婚姻质量、情绪表达、教养行为和儿童亲社会行为的关系,研究采用夫妻适应量表、父母情绪表达量表、教养行为量表和长处量表对贵州省某市2所1~6年级的442名学龄儿童父母进行调查。结果表明:(1)父母婚姻质量与儿童亲社会行为显著正相关;(2)父母积极情绪表达和接纳陪伴教养行为在婚姻质量和儿童亲社会行为间起中介作用,包括积极情绪表达独立中介作用、接纳陪伴教养行为独立中介作用和积极情绪表达-接纳陪伴教养行为的链式中介作用;(3)链式中介效应存在儿童性别差异。因此,改善婚姻质量、增加积极情绪表达、持亲和教养行为,有利于促进孩子亲社会行为发展。     

父母教养投入对青少年情绪和行为适应的影响差异:亲子依恋的中介作用

为比较同一家庭父亲与母亲教养投入对青少年情绪和行为适应的影响及作用机制差异,采用问卷对1155名中小学生进行调查。结果表明:(1)父亲教养投入显著预测青少年情绪适应,母亲教养投入显著预测青少年行为适应;(2)父亲教养投入仅通过父子依恋的完全中介作用影响青少年的情绪和行为适应; 母亲教养投入既通过母子依恋的部分中介作用影响青少年的消极行为适应,也通过父子依恋的部分中介作用影响青少年的情绪和行为适应。结论表明:父亲与母亲教养投入对青少年情绪和行为适应的直接影响存在适应领域的特异性,其作用机制也存在差异。本研究精准地区分出父亲与母亲教养投入影响青少年适应性的特定范围及不同的作用机制,这对于同一家庭内的父亲与母亲教养投入的精准干预提供了新的视角。