父亲参与教养状况对学前儿童社会技能的作用

作为孩子成长的关键人物之一,父亲对儿童早期的社会性发展具有重要作用。本研究以184名学前中班儿童及其父母为被试,考察父亲参与教养的量(参与教养的时间)和质(积极教养行为)对儿童早期社会技能的作用。结果发现:(1)控制母亲积极教养行为以后,父亲参与教养时间仍显著预测儿童的社会技能,父亲积极教养行为的预测作用不再显著。(2)控制母亲积极教养行为后,父亲参与教养时间显著预测女孩的合作性、责任感、自我控制及总体社会技能,边缘显著预测男孩的主张性;父亲积极教养行为边缘显著预测男孩的主张性,对女孩各项社会技能的预测均不显著。(3)父亲参与教养时间显著预测母亲积极教养水平低组儿童的合作性、主张性、责任感、自我控制及总体社会技能,父亲积极教养行为边缘显著预测母亲积极教养低组儿童的合作性和总体社会技能。表明父亲参与教养对母亲消极教养具有缓冲作用,其中父亲参与教养时间的缓冲效应更明显。     

父母教养方式与双元孝道、普遍尊老的关系

通过对536名大学生的问卷调查和心理测量,探讨了父母教养方式与双元孝道及普遍尊老的关系。结果显示：(1)父母关爱性教养方式对互惠性孝道及父母控制性教养方式对权威性孝道具有正向显著预测作用,(2)权威性孝道在父母控制性教养方式和普遍尊老之间起完全中介作用,父母关爱性教养方式对互惠性孝道和普遍尊老具有直接预测作用;(3)父亲的情感温暖对普遍尊老具有直接作用,母亲的情感温暖通过互惠性孝道间接影响普遍尊老。父母关爱性和控制性教养方式对双元孝道和普遍尊老遵从不同的影响机制。     

残疾儿童家长亲职压力的特点及其与生活质量的关系:社会支持的中介作用

本研究旨在考查残疾儿童家长亲职压力的特点, 并探讨亲职压力、社会支持对生活质量的影响。使用《亲职压力指标简表》、《社会支持评定量表》和《世界卫生组织生活质量测定简表》(中文版)对孤独症、智力残疾、听力残疾、视力残疾以及脑瘫5种残疾类型儿童的369名家长进行问卷调查。结果发现:(1)残疾儿童家长亲职压力及其各维度在不同残疾儿童类型中差异显著, 孤独症儿童家长在总分及各维度中均最高, 听力残疾儿童家长均最低;(2)亲职压力各维度与社会支持各维度以及生活质量各维度均呈显著负相关, 社会支持各维度与生活质量各维度之间均呈显著正相关;(3)亲职压力与生活质量的典型相关分析表明两者的整体相关显著;(4)社会支持在亲职压力和生活质量间起部分中介作用。     

家长投入对中小学生学业投入的影响:有中介的调节模型

以北京市12所中小学的4160名学生为调查对象,采用层次回归方法考察了家长投入对子女学业投入的影响以及家长自主支持/控制的教养风格和子女的学业心理需要满足在其中的作用。结果发现:(1)中小学生的家长投入程度随学段升高而降低;(2)家长注重在家辅导方面的投入,在参与社区及学校活动等方面的投入较为欠缺;(3)家长投入对子女的学业投入具有显著的正向预测作用;(4)家长自主支持/控制的教养风格在家长投入与子女学业投入的关系中起调节作用,且该调节效应部分地通过子女的学业心理需要满足这一中介变量产生作用。     

Maternal Predictors of Rejecting Parenting and Early Adolescent Antisocial Behavior

The present study examined relations among maternal psychological resources, rejecting parenting, and early adolescent antisocial behavior in a sample of 231 low-income mothers and their sons with longitudinal assessments from age 18 months to 12 years. The maternal resources examined were age at first birth, aggressive personality, and empathy. Each of the maternal resources predicted rejecting parenting during early childhood in structural equation models that controlled for toddler difficult temperament, and rejecting parenting in early childhood predicted antisocial behavior in early adolescence. Rejecting parenting accounted for the indirect effect of each of the maternal resources on antisocial behavior, but a direct effect was also supported between maternal aggressive personality and youth antisocial behavior. Results highlight the importance of these relatively understudied maternal resources and have implications for prevention and intervention programs that focus on parenting during early childhood.     

高中生父母教养方式、身体自我认知对性别角色发展的影响

采用问卷法对264名高中生进行调查,探讨了父母教养方式、身体自我认知对高中生性别角色发展的影响作用。结果发现:(1)从总体上,男生比女生更多地呈现出双性化发展的趋势;(2)母亲干涉保护,身体自我的力量、体育活动和自尊对男生的男性气质影响显著,而母亲温暖理解和身体自我的灵活对男生的女性气质影响显著;(3)身体自我的自尊会促进女生的男性气质特点,身体自我的力量对女生的女性气质有负向作用,身体自我的外表对女生的女性气质有正向影响。     

繁衍线索对风险信息加工的影响

进化理论认为风险行为与求偶有关。研究通过比较求偶信息(异性照片或描述异性的词语)、养育后代(孕妇照片)及奖赏信息(金牌照片等)试图进一步探讨繁衍线索对两性知觉和判断风险信息的影响。研究1中, 被试描述理想约会对象后求偶动机得到激发, 相对于描述晴朗天气的控制组, 求偶动机让两性更慢地从高风险信息(如滑雪、冲浪等)转移注意力, 且两性对风险信息的注意转移与社群性向无关。研究2显示, 相对于养育后代和奖赏信息, 求偶信息更为迅速地促使男性对高风险信息做出判断, 但求偶信息让女性比男性更慢地对高风险信息做出判断。研究结果进一步证实了自然选择理论及性选择理论对两性加工风险信息的认知机制具有预测作用。     

Mothers' Parenting and Young Economically Disadvantaged Children's Relational and Overt Bullying

We examined links between mothers' parenting and children's relational bullying and overt bullying in a sample of children attending a Head Start program. Mothers completed surveys and face-to-face interviews. Head Start teachers completed assessments on children. Results indicated that a small percentage of children in the sample was rated by teachers as engaging in relational bullying “frequently to almost always,” and slightly over half of the sample was rated by teachers as engaging in relational bullying “occasionally to about half of the time.” Similar results were found for the frequency with which children engaged in overt physical bullying. Regarding mothers' parenting, maternal empathy was most strongly correlated with both children's relational bullying and overt physical bullying. In addition, mothers' inappropriate developmental expectations for children and mothers' need to exert power over children rather than grant them independence were related to children's relational bullying. A composite variable for mothering predicted 11% of the variance in children's relational bullying. No gender differences were found for children's relational bullying and children's overt bullying.     

Mother-Adolescent Relationship Quality and Autonomy as Predictors of Psychosocial Adjustment Among African American Adolescents

This study investigated the role of mother-adolescent relationship quality and autonomy in the psychosocial outcomes in a sample of African American adolescents drawn from the National Longitudinal Study of Adolescent Health. The results indicated that positive mother-adolescent relationship quality and greater autonomy were associated with higher self-esteem, fewer depressive symptoms, and less delinquent behavior. Moreover, adolescents who were older, female, or from households with less income reported more depressive symptoms. In addition, adolescents who were younger or female reported fewer delinquent behaviors. Being male was associated with higher self-esteem. Adolescents’ age, family income, and mother-adolescent relationship quality did not moderate relations between autonomy and the outcome variables.     

Parent’s Social Support for Children’s Outdoor Physical Activity: Do Weekdays and Weekends Matter?

In this study we examined the relationships among parental social supportive behaviors for children’s weekday and weekend outdoor physical activity (OPA). Thirty-nine girls and 29 boys 8 to 11 years wore pedometers for 7 days. Sixty-five mothers and 50 fathers responded to a social support questionnaire about OPA that was comprised of four dimensions: encouragement, playing with, use of activity as family recreation, and watch. After controlling for age and sport participation, regression analyses indicated that mothers’ use of activity as recreation was positively associated with girls’ weekday OPA. On the weekend, fathers’ play with son was positively related to OPA. The effectiveness of family-based activity interventions depends on when parents have opportunities to be present for their child’s activity and gender differences in the support provided.