初中寄宿生亲子依恋与学校适应的关系:分离-个体化的中介作用  

Attachment and Boarding School Students' School Adjustment: Mediating of Separation-individuation

作　　者：李勉[1] 张平平[1] 张兴慧[2] 王耘[3] 

机构地区：[1]北京师范大学中国基础教育质量监测协同创新中心,北京100875 [2]海南师范大学教育科学学院,海口571158 [3]北京师范大学认知神经科学与学习国家重点实验室,北京100875

出　　处：《中国临床心理学杂志》2015年第4期718-721,共4页Chinese Journal of Clinical Psychology

摘　　要：目的:考察亲子依恋、分离-个体化对初中寄宿生学校适应的影响。方法:采用《父母依恋量表》、《分离-个体化量表》和《学校适应量表》对408名初一、初二寄宿生进行测查。结果:1亲子依恋能显著预测寄宿生的学校适应;2分离-个体化的"拒绝依赖"和"健康分离"维度能预测寄宿生的学校适应,并在亲子依恋和学校适应之间起到部分中介作用。结论:亲子依恋对寄宿生的学校适应有直接影响,也通过"分离-个体化"产生间接影响。Objective： To explore the relationship between parental attachment, separation-individuation and school ad- justment in boarding school students. Methods： 408 boarding school students were investigated by the Inventory of Parent Attachment, Separation-Individuation Test of Adolescence, and School Adjustment Scales. Results： ①Parental attachment had a positive prediction on school adjustment; ②Separation-individuation, dependency denial and healthy separation, me- diated the relationship between parental attachment and school adjustment. Conclusion： Parental attachment affects school adjustment directly, and indirectly through the mediating role of separation-individuation in boarding school stu- dents.

关 键 词：亲子依恋 学校适应 分离-个体化 寄宿生 

分 类 号：R395.6[哲学宗教—心理学]