母亲正念养育对小学生心理弹性和问题行为的影响及作用机制
文献类型：学位论文
| 作者 | 刘苏洁 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 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 | 郭建友 |
| 关键词 | 母亲正念养育 小学生心理弹性 母子关系 积极情感 问题行为 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The influence and mechanism of mother's mindful barenting on bubils' resilience and broblem behavior |
| 中文摘要 | In recent years, the group of children and adolescents with anxiety, depression, mood disorders, suicide and other problem behaviors gradually show a trend of younger age, primary school students' ability to distinguish right from wrong is weak, sudden factors will cause interference to primary school students' thinking and psychology, leading to bad behavior, individuals with good mental resilience can flexibly adapt to difficulties and maintain calm, personality development. As a new-born parenting mode, mindful parenting is gradually known to the public. It is a kind of parenting mode that unconditionally accepts, appreciates and pays attention to the child, and also pays attention to the physical and mental state of the child. It makes the parent-child interaction positive and harmonious, and alleviates the pressure of the parent and the bad behavior of the child. However, there is a lack of research on the influence and mechanism of maternal mindful parenting on the mental resilience and problem behavior of ordinary primary school students. Therefore, this study mainly investigates the relationship and mechanism between maternal mindful parenting, mental resilience, mother-child relationship, positive emotion and problem behavior, as well as the influence of mindfulness intervention on the mental resilience of primary school students. This paper mainly adopts questionnaire survey method, case study method and experimental intervention method. SPSS 26.0 and PROCESS macro program are used to conduct statistical analysis of data such as common method deviation test, correlation analysis, regression analysis and intermediary test. This paper consists of three studies: In the first study, the Mindful Parenting Scale, the Mental Resilience Scale, the mother-child Relationship Scale, and the Positive and Negative Emotion Scale were used as measuring tools to conduct a questionnaire survey on 331 primary school students and their mothers in Henan and Beijing, using convenient sampling methods. This paper investigates the present situation of mother's mindful parenting and primary school students' mental resilience, and discusses the influence of mother's mindful parenting on primary school students' mental resilience and the mediating effect of mother-child relationship and positive emotion between them. The results show that there is no difference in the level of mindful parenting of mothers in areas of residence, age of mothers, monthly income of families, gender of students, whether they are the only child or not, and grade, but there are significant differences in the educational background and occupation of mothers and whether students hold positions. The mental resilience level of primary school students has significant difference in grade, but has no difference in other demographic dimensions. Maternal mindful parenting is positively correlated with mental resilience, mother-child relationship and positive emotion. The relationship between mother and child, positive emotion and mental resilience were positively correlated. Maternal mindful parenting can significantly positively predict mental resilience, and mother-child relationship and positive emotion play a chain mediating role between maternal mindful parenting and mental resilience. In Study 2, a progressive study was conducted on the basis of study 1."Mindful Parenting Scale", "Mental Resilience Scale" and "Problem Behavior Scale" were selected as measuring tools to investigate the problem behavior of primary school students, and to explore the influence of mother's mindful parenting on problem behavior of primary school students, the mediating role of mental resilience and the moderating role of grades. The results show that there is no difference in problem behavior score of primary school students in residence, mother's occupation and education background, whether they are the only child or not, but there are significant differences in gender, whether they hold a post, grade, Chinese scores and math scores. Among the problem behavior scores, academic problems were the highest, followed by emotional problems and disciplinary problems. There is a significant negative correlation between mother's mindful parenting and mental resilience and pupils' problem behavior. Mother's mindful parenting can significantly negatively predict the problem behavior of primary school students. Mental resilience plays an intermediary role between mother's mindful parenting and problem behavior, and grade can regulate mental resilience and problem behavior. In Study 3, based on the previous two studies, the theoretical basis that mother's mindful parenting can improve the trait mindfulness level of primary school students and the current situation of highly sensitive children in the general primary school group, the Positive and negative Emotion Scale, Psychological Resilience Scale and highly Sensitive Children Scale were selected as measuring tools, and the method of case study was used to conduct mindfulness training intervention on a 4th grade highly sensitive primary school student. 30 minutes a day (including 15 minutes of mindfulness practice and 15 minutes of experience sharing) for 8 consecutive days. The scales were measured before and after the fourth and eighth days of mindfulness training. The results showed that the positive emotion level decreased by 12.12% in the pre-middle test and increased by 9.09% in the pre-middle test. The level of negative emotion decreased by 27.27% and 18.18% in pre-medium test and post-test, respectively. The level of mental resilience increased by 14.74% in the pre-middle test, but did not change in the post-middle test. The high sensitivity level decreased by 20.90% and 22.39% in pre-medium test and pre and post test, the easy irritation level decreased by 20% and 40% in pre-medium test and pre and post test, and the low sensory threshold level decreased by 37.50% and 29.17% in pre and post test, respectively. Through the analysis and discussion of the research results, the following conclusions are drawn: (1) Mothers' mindful parenting can not only directly and positively predict pupils' mental resilience, but also positively predict pupils' mental resilience through the mediating effect of mother-child relationship, the mediating effect of positive emotion, and the chain mediating effect between mother-child relationship and positive emotion. (2) Mothers' mindful parenting can not only directly negatively predict pupils' problem behaviors, but also negatively predict pupils' problem behaviors through the mediating effect of pupils' mental resilience. Grades have a moderating effect. (3) After short-term and short-term continuous mindfulness training, highly sensitive pupils can improve the positive emotion score and reduce the negative emotion score; Can improve the level of mental resilience; It can reduce high sensitivity, irritability and low sensory threshold. |
| 英文摘要 | 近些年儿童青少年群体焦虑抑郁、情绪障碍、自杀情况等问题行为逐渐呈现低龄化趋势，小学生是非分辨能力较弱，突发因素会对小学生的思维和心理造成干扰，引发不良的行为表现，心理弹性良好的个体能够灵活适应困境和保持定力，人格健全发展。母亲群体养育焦虑和压力大，而正念养育作为一种新生教养模式逐渐被大众熟知，它是一种更加无条件地接纳、欣赏、关注孩子，同时也关注自我身心状态的养育方式，使亲子互动积极和谐，缓解养育者压力和孩子不良行为等。然而，关于母亲正念养育对普通小学生群体心理弹性和问题行为的影响及作用机制研究缺乏探讨，因此，本研究主要考察母亲正念养育、心理弹性、母子关系、积极情感、问题行为之间的关系和作用机制以及正念干预对小学生心理弹性的影响。本文主要采用问卷调查法、个案研究法、实验干预法，通过SPSS 26.0和PROCESS宏程序对数据进行共同方法偏差检验、相关分析、回归分析、中介检验等统计分析，本文由三个研究组成: 研究一选用《正念养育量表》《心理弹性量表》《母子关系量表》《积极和消极情感量表》作为测量工具，采用方便取样方法，对河南、北京等地331名小学生和他们的母亲进行问卷调查。调研了母亲正念养育和小学生心理弹性的现状，探讨了母亲正念养育对小学生心理弹性的影响及母子关系和积极情感在二者间的中介作用。研究结果显示:母亲正念养育水平在居住地、母亲年龄、家庭月均收入、学生性别、是否独生及年级方面不存在差异性，在母亲学历和职业及学生是否担任职务有显著差异;小学生心理弹性水平在年级上有显著差异，其它人口学维度上没有差异;母亲正念养育与心理弹性、母子关系、积极情感显著正相关;母子关系、积极情感与心理弹性显著正相关;母亲正念养育可以显著正向预测心理弹性，母子关系和积极情感在母亲正念养育与心理弹性间起链式中介作用。 研究二在研究一基础上递进研究，选用《正念养育量表》《心理弹性量表》《问题行为量表》作为测量工具，调研了小学生问题行为现状，探讨了母亲正念养育对小学生问题行为的影响，心理弹性的中介作用和年级的调节作用。研究结果显示:小学生问题行为评分在居住地、母亲职业和学历、是否独生没有差异，在性别、是否担任职务、年级、语文成绩和数学成绩方面有显著差异;问题行为评分中学业问题评分最高，其次是情绪问题，最后是违纪问题;母亲正念养育、心理弹性与小学生问题行为显著负相关;母亲正念养育可以显著负向预测小学生问题行为，心理弹性在母亲正念养育和问题行为间起中介作用，年级可调节心理弹性与问题行为。 研究三基于前两项研究和母亲正念养育可提升小学生特质正念水平的理论基础及普通小学生群体中高敏感孩子现状，选用《积极和消极情感量表》《心理弹性量表》《高敏感孩子量表》作为测量工具，个案研究法，对一例4年级高敏感小学生进行正念训练干预，每天30min(含1 Smin正念练习和1 Smin体验分享)，连续8d。在正念训练前、第四天和第八天结束后，分别进行量表测量。前中后测研究结果显示:积极情绪水平在前中测降低 12.12%，前后测提升9.09 070;消极情绪水平在前中测和前后测分别降低27.27%和18.18%;心理弹性水平在前中测提升14.74%，中后测无变化;高敏感性水平在前中测和前后测分别降低20.90070 和22.39070，易刺激性水平前中测和前后测分别降低20%和40070，低感觉阂限水平在前中测和前后测分别降低37.50%和29.17% 。 经由对研究结果的分析和讨论，得出以下结论: (1)母亲正念养育不仅能直接正向预测小学生心理弹性，还可以通过母子关系的中介作用、积极情感的中介作用、母子关系和积极情感在二者间的链式中介作用正向预测小学生心理弹性。 (2)母亲正念养育不仅能直接负向预测小学生问题行为，还可以通过小学生心理弹性的中介作用负向预测小学生问题行为，年级有调节作用。 (3)高敏感小学生经过短时短期连续的正念训练后，可提高积极情绪评分，降低消极情绪评分;可提升心理弹性水平;可降低高敏感性、易刺激性和低感觉阈限。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45173]  |
| 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 | 刘苏洁. 母亲正念养育对小学生心理弹性和问题行为的影响及作用机制[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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