父母共同养育对儿童学校适应的影响
文献类型：学位论文
| 作者 | 王静 |
| 答辩日期 | 2022-12 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 陈祉妍 |
| 关键词 | 父母共同养育 儿童学校适应 亲社会行为 师生关系 意志控制 |
| 学位名称 | 理学硕士 |
| 学位专业 | 健康心理学 |
| 其他题名 | The Influence of Parental Co-parenting on Children's School Adjustment |
| 中文摘要 | School adjustment is the cornerstone of children's development, and it is also one of the most important predictors of social psychological development throughout the entire academic stage and even throughout adulthood. The co-parenting of parents in the family has a unique role in children's socialization and can significantly predict children's psychological adjustment. According to the existing research, positive coparenting can not only promote children's academic achievements and school adjustment, but also affect children's school adjustment by touching proximal and distal systems of them. Under the framework of Ecological System Theory, this study adopts a mixed method combining qualitative and quantitative research, integrates multiple systems of families, children and schools according to the relevant model of school adjustment, and comprehensively investigates the impact of co-parenting on children's school adjustment and related mechanisms, which helps to comprehensively and deeply clarify the relationship between co-parenting and children's school adjustment, and provides targeted reference for related work. This study includes two parts. Study 1:qualitative study research children's school adjustment, its influencing factors, and coping strategies of school adjustment. Using semi-structured interviews, 18 groups of intact families with willingness to be interviewed were selected as the interviewees, including 18 children aged 7-11 and their mothers, to explore the phenomenon, dynamics and influencing factors of children's school adjustment. Study 2: bases on Ecological Systems Theory and the result of study 1，the results of the impact of co-parenting on children's school adjustment shows that: through quantitative research, we examined the relationship between co-parenting and children's school adjustment and explored the mediating role of children's prosocial behavior and negative teacher-student relationship, as well as the moderating role of children's effort control. 1224 valid questionnaires from four primary schools in North China were analyzed. In this study, Harman's single factor method and two factors method are used for common method biases test, independent sample t-test and variance analysis are used for difference test, then Mplus is used to build SEM, bootstrap method is used to test mediating effect, and finally potential moderating SEM is used to test moderating effect, and PROCESS 4.1 is used for simple slope test. The results of study 1 show that from the perspective of mothers and children, children's school adjustment is affected by children themselves, family's environment, and school environment, especially by the factors of parents and teachers. Co-parenting also has an impact on other factors of different aspects. Children with a prosocial state adjust well, showing positive academic adjustment, interpersonal adjustment, and rule adjustment. Children with more internal and external behaviors negatively show school adjustment, At the same time, children's school adjustment is a dynamic process. Effective coping strategies from children and families can effectively alleviate children's bad adjustment and promote the good school adjustment, children use self-regulation more often. The results of study 2 show that: (1) there are significant differences in children's school adjustment due to the different educational levels of fathers(F=3.07，p <0.05). There are significant differences in children's school avoidance due to children's ages, the different educational levels of parents, different working hours （p<0.05) of parents. There are significant differences in parenting among fathers with different working hours （F=2.54，p<0.05). (2) All dimensions of co-parenting are significantly positively correlated with prosocial behavior, negatively correlated with negative teacher-student relationship, positively correlated with liking dimension of school adjustment, negatively correlated with avoidance dimension of school adjustment, and negatively correlated with intimacy dimension of co-parenting and effort control; Prosocial behavior has a significant negative correlation with the negative teacher-student relationship, a significant positive correlation with the likes dimension of school adjustment, and a significant negative correlation with the avoidance dimension of school adjustment; The negative teacher-student relationship has a significant negative correlation with the likes dimension of school adjustment, a significant positive correlation with the avoidance dimension of school adjustment, and a significant negative correlation with the conflict dimension of negative teacher-student relationship and effort control; The avoidance dimension of school adjustment has a significant negative correlation with effort control. (3) SEM shows that co-parenting has a significant direct effect on children's school adjustment, and it also has an indirect effect through the mediation of children's prosocial behavior and negative teacher-student relationship, as well as the chain mediation formed by the two. 95% confidence intervals of multiple mediating effects were respectively [0.03，0.07]、[0.05，0.14]、[0.01，0.03], and the indirect effect of multiple mediation is 0.05、0.09、0.02. Effort control plays a moderating role in the co-parenting on children's prosocial behavior (β=-0.08，P=0.003)and the co-parenting on children's school adjustment path (β=-0.48，p<0.001). Conclusion: Children's school adjustment is a dynamic process influenced by children themselves, schools, and families. The performance of co-parenting will directly affect children's school adjustment. The more active the co-parenting is, the better the children's school adjustment will be. The influence of co-parenting on children's school adjustment can also be mediated by children's prosocial behavior and negative teacher-student relationship. The level of children effort control moderating the influence path of co-parenting on children's prosocial behavior and school adjustment. The lower the level of effort control, the greater the influence of coparenting on children's prosocial behavior and school adjustment. |
| 英文摘要 | 学校适应是儿童发展的基石，也是整个学业阶段甚至贯穿成年期的社会化心理发展的最重要预测因素之一。家庭中的父母共同养育对儿童的社会化具有独特作用，可以显著预测儿童的心理适应。根据现有的研究发现，积极的父母共同养育不但可以促进儿童的学业成就及学校适应，而且可以通过触动儿童相关的近端和远端系统对儿童学校适应产生影响。本研究在生态系统理论框架下采用质性和量化研究相结合的混合研究方法，根据学校适应相关模型将家庭、儿童个体及学校多个系统整合，综合考察共同养育对儿童学校适应的影响以及相关机制，有助于全面深入地厘清共同养育与儿童学校适应的关系，为相关工作提供有针对性的 参考。 本研究分两部分，研究一采用半结构化访谈方式，选取有受访意愿的18组完整家庭作为质性探索的访谈对象，包括18名7-11岁的儿童及其母亲，探索儿童学校适应的现状，家庭、自身及学校的影响因素及不良适应的有效应对策略;研究二采用量化研究的方法，根据研究一的结果在生态系统框架下考察父母共同养育与儿童学校适应之间的关系，并探索儿童亲社会行为和消极师生关系在其中的中介作用，以及儿童意志控制的调节作用。对来自北方不同规模四所小学的1224对母子/女的有效问卷进行分析。本研究采用Harman单因素法和双因子法进行共同方法偏差检验，独立样本t检验、方差分析进行差异化检验，接着采用Mplus构建结构方程模型，使用Bootstrap法检验中介效应，最后使用潜调节结构方程模型对调节作用进行检验，以PROCESS 4.1进行简单斜率检验。 研究一的结果表明:母亲和儿童视角下的儿童学校适应，均受到来自儿童自身、家庭以及学校三方面的影响，父母养育和教师因素的影响尤为突出。家庭中的共同养育也会对其他方面的影响因素产生作用。具有亲社会性的儿童学校适应良好，表现出积极的学业适应、人际适应以及规则适应。表现出更多内外化行为问题的儿童学校适应不良。同时，儿童学校适应是动态的过程，缓解儿童的不良适应，促进良好学校适应发展的有效应对策略来自儿童内部和家庭，儿童更多进行自我调节。研究二的结果表明:(1>父亲受教育程度不同，儿童的学校适应存在显著差异(F=3.07, p <0.05 )。儿童年龄、父母受教育程度、父母工作时长等因素在儿童学校回避上均存在显著差异(p<0.05 )。父亲工作时长不同，其共同养育状况存在显著差异(F=2.54, p<0.05)。（2)相关分析表明，共同养育各维度与亲社会行为呈显著正相关，与消极师生关系呈显著负相关，与学校适应的喜欢维度呈显著正相关，与学校适应的回避维度呈显著负相关，共同养育的亲密维度与意志控制呈显著负相关;亲社会行为与消极师生关系呈显著负相关，与学校适应的喜欢维度呈显著正相关，与学校适应的回避维度呈显著负相关;消极师生关系与学校适应的喜欢维度呈显著负相关，与学校适应的回避维度呈显著正相关，消极师生关系的冲突维度与意志控制呈显著负相关;学校适应的回避维度与意志控制呈显著负相关。(3)结构方程模型显示，共同养育对儿童学校适应存在显著的直接效应(β=0.14, p<0.001)，同时分别通过儿童亲社会行为和消极师生关系的中介作用，以及这两者形成的链式中介作用产生间接效应。多重中介模型的95%置信区间分别为[0.03, 0.07], [0.05, 0.14], [0.01, 0.03]，效应值分别为0.05 , 0.09 , 0.02。意志控制分别在父母共同养育对儿童亲社会行为(β=0.08, p=0.003，以及父母共同养育对儿童学校适应（β=-0.48, p < 0.001)的路径起调节作用。 结论:儿童学校适应是受到儿童本身、学校和家庭多重作用影响的动态过程。其中，父母共同养育的表现是儿童学校适应的重要影响因素之一，共同养育越积极，儿童的学校适应越好。在共同养育对儿童学校适应的影响中，儿童亲社会行为和消极师生关系存在多重中介作用，儿童意志控制起调节效应。意志控制水平越低，共同养育对儿童亲社会行为及学校适应的影响越大。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45121]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 王静. 父母共同养育对儿童学校适应的影响[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
浏览0
下载0
收藏0
其他版本
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。