父母拒绝和内化/外化问题留下的孩子:人际和在课堂上的调节作用
Zixiao Liu1, Zizheng Zhao2, Huijing Chen1
1Department of Social Work, School of Sociology and Political Science, Shanghai University, Shanghai, China.
Frontiers in psychology
|December 11, 2024
概括
父母的拒绝显著增加了留下的孩子的内化和外化问题. 积极的课堂环境,特别是教师和同学之间的和,可以减轻父母都缺席的孩子的外部化行为.
科学领域:
- 儿童心理学 儿童心理学
- 发展心理学 发展心理学
- 社会心理学 社会心理学
背景情况:
- 留下的孩子经历了长时间的父母缺席,增加了内化和外化行为问题的风险.
- 父母的拒绝是导致这些心理困难的重要因素.
研究的目的:
- 调查父母拒绝对留下的孩子内部化和外部化问题的影响.
- 检查课堂内人际和对这些行为结果的调节效应.
主要方法:
- 中国农村的3473名留守儿童 (6-15岁) 的样本参与了调查.
- 采用自我报告问卷收集了关于父母接受和拒绝,班级人际和以及儿童行为的数据.
- 使用了回归分析和适度分析 (海耶斯过程宏观).
主要成果:
- 父母拒绝显著预测了内部化 (β=0.33) 和外部化问题 (β=0.40).
- 教师和同龄人的人际关系气候调节了父母拒绝和外部化问题之间的联系,对于父母都不在的孩子来说,但对于单亲父母缺席的孩子来说却没有.
结论:
- 在课堂上,积极的教师和同学关系可能会缓冲父母拒绝对外化行为的负面影响.
- 人际和在缓解弱势儿童的行为问题方面发挥着至关重要的作用.
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