父亲共同养育对子女学校适应的影响:儿童亲社会行为与师生关系的多重中介作用  

Relationship between co-parenting and children'school adjustment:Multiple mediation effects of children'prosocial behavior and teacher-student relationship

作　　者：王静[1,2] 郭菲 陈祉妍[1,2] WANG Jing;GUO Fei;CHEN Zhiyan(CAS Key Laboratory of Mental Health,Institute of Psychology,Beijing 100101,China;Department of Psychology,University of Chinese Academy of Sciences)

机构地区：[1]中国科学院心理健康重点实验室(中国科学院心理研究所),北京100101 [2]中国科学院大学心理学系

出　　处：《中国健康心理学杂志》2023年第3期336-342,共7页China Journal of Health Psychology

基　　金：国家社会科学基金项目(编号:18BSH117)。

摘　　要：目的:探讨父亲的共同养育对儿童学校适应的影响以及儿童亲社会行为和消极师生关系在其中的中介作用。方法:通过共同养育关系量表、长处和困难问卷、师生关系量表以及学校喜欢和回避问卷,对1231名儿童及其母亲进行测量。结果:①相关分析表明,共同养育各维度与儿童亲社会行为(r=0.20~0.24,P<0.001)、学校适应的喜欢维度(r=0.16~0.23,P<0.001)呈显著正相关,与学校适应的回避维度(r=-0.07~-0.15,P<0.05~0.001)呈显著负相关;儿童亲社会行为与学校适应的喜欢维度(r=0.26,P<0.001)呈显著正相关,与学校适应的回避维度(r=-0.12,P<0.001)呈显著负相关;消极师生关系的冲突维度与学校适应的回避维度(r=0.25,P<0.001)呈显著正相关,与共同养育各维度(r=-0.07~-0.13,P<0.05~0.001)、儿童亲社会行为(r=-0.07,P<0.05)和学校适应的喜欢维度(r=-0.32,P<0.001)呈显著负相关;消极师生关系的回避维度与学校适应的回避维度(r=0.33,P<0.001)呈显著正相关,与共同养育各维度(r=-0.08~-0.21,P<0.05~0.001)、儿童亲社会行为(r=-0.18,P<0.001)和学校适应的喜欢维度(r=-0.46,P<0.001)呈显著负相关。②结构方程模型显示,父亲的共同养育对儿童学校适应存在显著的直接效应,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,多重中介效应的95%置信区间分别为[0.03,0.07]、[0.05,0.14]、[0.01,0.03],效果量分别为31.25%、56.25%和12.50%。结论:父亲在共同养育中的积极表现(如与母亲养育的一致性、亲密性以及对母亲养育的支持度和认可度)是儿童学校适应的重要影响因素,儿童的亲社会行为和消极师生关系在其中起多重中介作用。Objective:To explore the associations between fathers’performance in co-parenting and children’s school adjustment,and the mediating roles of children’prosocial behavior and teacher-student relationship.Methods:A total of 1,291 pairs of primary students and their mothers participated the study.The students completed the Teacher-Student Relationship Questionnaire and School Liking and Avoidance Questionnaire,while their mothers responded to the Co-parenting Relationship Scale and the Strengths and Difficulties Questionnaire.Results:①Correlation analyses showed that all dimensions of paternal co-parenting was positively correlated with children’s prosocial behavior(r=0.20~0.24,P<0.001)and children’school adjustment-school liking(r=0.16~0.23,P<0.001),and negatively correlated with children’school adjustment-school avoidance(r=-0.07~-0.15,P<0.05~0.001);Children’prosocial behavior was positively correlated with children’school adjustment-school liking(r=0.26,P<0.001),and negatively correlated with children’school adjustment-school avoidance(r=-0.12,P<0.001);Teacher-student negative relationship-conflict was positively correlated with children’school adjustment-school avoidance(r=0.25,P<0.001),and negatively correlated with four dimensions of co-parenting(r=-0.07~-0.13,P<0.05),children’prosocial behavior(r=-0.07,P<0.05)and children’school adjustment-school liking(r=-0.32,P<0.001);Teacher-student negative relationship-avoidance was positively correlated with children’school adjustment-school avoidance(r=0.33,P<0.001),and negatively correlated with four dimensions of co-parenting(r=-0.08~-0.21,P<0.05),children’prosocial behavior(r=-0.18,P<0.001)and children’school adjustment-school liking(r=-0.46,P<0.001).②Multiple mediation modeling indicated that fathers’good performance in co-parenting had the direct effect on children’school adjustment.It exerted the indirect effects on children’school adjustment not only through the mediating effect of children’prosocial behavior and teacher

关 键 词：共同养育 亲社会行为 师生关系 学校适应 多重中介 

分 类 号：R395.9[哲学宗教—心理学]