摘要
为探究亲子依恋和师生关系对留守儿童内化问题的延时影响及同伴依恋在其中的中介作用,采用亲子依恋问卷、同伴依恋问卷、师生关系量表及长处与困难问卷对604名小学三年级留守儿童进行间隔半年的两次问卷调查。结果表明:师生关系负向预测留守儿童内化问题,父子依恋和母子依恋对内化问题的预测均不显著;同伴依恋在亲子依恋和师生关系与留守儿童内化问题之间均起中介作用。
This study aimed to investigate the influence of parent-child attachment and teacher-student relationship on left-behind children’s internalizing problems and the mediating role of peer attachment.A total of 604 left-behind children in the third grade of elementary school participated in the research.These children were asked to complete a series of questionnaires that assessed father-child attachment,mother-child attachment,peer attachment,teacher-student relationship and internalizing problems at two-time points:baseline(T1),and six months later(T2).The results showed that only the teacher-student relationship could negatively predict left-behind children’s internalizing problems.Peer attachment played a mediating role between father-child attachment,mother-child attachment,teacher-student relationship and left-behind children’s internalizing problems.
作者
谭德琴
谢瑞波
丁菀
吴伟
宋省成
李伟健
TAN Deqin;XIE Ruibo;DING Wan;WU Wei;SONG Shengcheng;LI Weijian(Parent Education Research Center in Zhejiang Normal University,Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province,Jinhua 321004)
出处
《心理与行为研究》
CSSCI
北大核心
2022年第3期339-345,共7页
Studies of Psychology and Behavior
基金
国家社会科学基金重点项目(18AZD038)。
关键词
亲子依恋
师生关系
同伴依恋
留守儿童
内化问题
parent-child attachment
teacher-student relationship
peer attachment
left-behind children
internalizing problem.
作者简介
通讯作者:丁菀,E-mail:dingwan@zjnu.edu.cn。
