心理灵活性代际传递：亲子关系的中介作用和师幼关系的调节作用*

doi:10.16719/j.cnki.1671-6981.20230609

摘要/Abstract

摘要： 本研究采用父母心理灵活性量表、儿童心理灵活性量表、师幼关系量表和亲子关系量表,探究心理灵活性的代际传递作用机制。通过对51个班级的幼儿教师及318名幼儿家长进行问卷调查,多层路径分析结果发现：（1）父母的心理灵活性显著预测幼儿的心理灵活性;（2）亲密亲子关系和冲突亲子关系在父母心理灵活性和幼儿心理灵活性之间起部分中介作用;（3）师幼关系不仅可以调节亲密亲子关系、冲突亲子关系对幼儿心理灵活性的影响,而且可以调节亲密亲子关系、冲突亲子关系对父母心理灵活性与幼儿心理灵活性的中介作用。

关键词: 心理灵活性, 代际传递, 亲子关系, 师幼关系

Abstract:

The influence of parents'psychological flexibility on children's psychological flexibility has attracted researchers'attention. However, there are still a few limitations. First of all, most existing studies focus on the individual level when they explore the mechanism of psychological flexibility. Few scholars pay attention to the role of parents'psychological flexibility in childcare, and few researchers investigate the mechanism of psychological flexibility from the perspective of intergenerational transmission. Secondly, the underlying mechanism through which parents'psychological flexibility promotes children's psychological flexibility is unclear. There is no research on the relations among parents'psychological flexibility, parent-child relationship, and children's psychological flexibility. Thirdly, few studies applied the boundary conditions in the intergenerational transmission of psychological flexibility to reduce bad transmission and to improve favorable transmission. Finally, previous studies rarely use a multilevel perspective to analyze the influencing factors of children's psychological flexibility, ignoring the nested nature of influencing factors. Therefore, it is necessary to use the method of multilevel analysis to discuss the impacts of individual level and class level on children. This study introduced the intergenerational perspective and analyzed the mediating mechanism and boundary conditions of intergenerational transmission of psychological flexibility, expanding the research on the mechanisms of psychological flexibility.

This study used parents'psychological flexibility scale, children's psychological flexibility scale, the teacher-child relationship scale, and the parent-child relationship scale to explore the intergenerational transmission of mechanisms of psychological flexibility. We tested this model with data from teachers in 51 classes and 318 parents. Due to the nested nature of our data, we adopted the multilevel path analysis approach using Mplus 7.4 to test the proposed hypotheses. Indirect effects were calculated using Monte Carlo parameter sampling to estimate 95% confidence intervals to determine their significance. It controlled the problems of the indirect effect caused by nonnormal sampling distributions. Mplus 7.4 software was used to report the multilevel moderation effect and the multilevel moderated mediation effect.

The results of multilevel path analysis showed that parents'psychological flexibility significantly predicted children's psychological flexibility. Besides, parent-child closeness and parent-child conflict mediated the relation between parents'and children's psychological flexibility. Teacher-child relationship not only moderated the relations among parent-child closeness, parent-child conflict and children's psychological flexibility, but also moderated the mediating effects of parent-child closeness and conflict in the relation between parents'and children's psychological flexibility.

This study constructed a moderated mediation model to investigate the intergenerational mechanism of parent-child relationship and teacher-student relationship on the intergenerational transmission of psychological flexibility. The results showed that there was intergenerational transmission between parents'psychological flexibility and children's psychological flexibility. Parent-child closeness and conflict mediated the intergenerational transmission of psychological flexibility, and the teacher-child relationship moderated the second half of the dual mediation path. This research verifies the intergenerational transmission of psychological flexibility and clarifies the mechanism of different interpersonal relationships on psychological flexibility in different systems, which has a certain practical significance for effectively improving children's psychological flexibility.

Key words: psychological flexibility, intergenerational transmission, parent-child relationship, teacher-child relationship

安丹丹, 张小永. 心理灵活性代际传递：亲子关系的中介作用和师幼关系的调节作用^*[J]. 心理科学, 2023, 46(6): 1344-1351.

An Dandan, Zhang Xiaoyong. Intergenerational Transmission of Psychological Flexibility: The Mediating Role of Parent-Child Relationship and the Moderating Role of Teacher-Child Relationship[J]. Journal of Psychological Science, 2023, 46(6): 1344-1351.

参考文献

[1] 曹静, 吉阳, 祝卓宏. (2013). 接纳与行动问卷第二版中文版测评大学生的信效度. 中国心理卫生杂志, 27(11), 873-877.
[2] 陈颖娇, 彭先桃, 周晓芸, 付雅琦. (2019). 正念教养对幼儿害羞和社交淡漠的影响: 亲子关系的中介作用. 学前教育研究, 5, 72-80.
[3] 邓小平. (2013). 教师行为、亲子互动与学前儿童创造力的关系研究(博士学位论文). 东北师范大学, 长春.
[4] 郭筱琳, 秦欢, 罗良. (2021). 父母孝道信念与小学生孝道信念的关系: 父母教育卷入的中介作用及家庭结构的差异. 心理与行为研究, 19(2), 258-264.
[5] 江光荣. (2004). 中小学班级环境: 结构与测量. 心理科学, 27(4), 839-843.
[6] 金琳, 张大均, 刘广增. (2021). 父母教养方式与班级氛围对中学生心理素质的影响: 基于多层线性分析. 心理研究, 14(3), 273-280.
[7] 李启明, 陈志霞. (2016). 物质主义对双元孝道的影响探讨——基于代际传递的视角. 心理科学, 39(5), 1216-1222.
[8] 李燕芳, 刘丽君, 吕莹, 骆方, 王耘. (2015). 人际关系状况与学龄前流动儿童的问题行为. 心理学报, 47(7), 914-927.
[9] 李燕芳, 徐良苑, 吕莹, 刘丽君, 王耘. (2014). 母子关系、师幼关系与学前流动儿童的社会适应行为. 心理发展与教育, 30(6), 624-634.
[10] 罗海风, 刘坚, 周达. (2021). 家长参与在家庭社会经济地位和高中生学习品质之间的中介作用——师生关系的调节作用. 心理发展与教育, 37(2), 199-210.
[11] 宋旭东, 阮峥, 颜康悦, 吴秋红, 胡瑜. (2019). 代际传递效应的存在及其机制. 心理学进展, 9(4), 701-707.
[12] 王馨蕊, 邢艳艳, 许燕. (2017). 希望的代际传递效应: 教养方式的中介作用. 心理学探新, 37(2), 161-165.
[13] 王英杰, 张美霞, 朱晶晶, 李燕. (2020). 母亲亲职压力与学前儿童社会能力的关系: 教养方式的中介作用. 中国临床心理学杂志, 28(3), 571-575.
[14] 王英杰, 张刈, 李燕. (2021). 母亲养育心理灵活性与6岁幼儿问题行为: 亲子关系的中介作用. 中国临床心理学杂志, 29(1), 118-122.
[15] 吴旻, 周欣然, 叶攀琴, 孙丽萍. (2021). 师生、同伴、亲子关系对农村小学寄宿生心理资本的影响: 有调节的中介模型. 中国临床心理学杂志, 29(2), 230-235.
[16] 吴婷, 朱丽莎, 王分分, 龙红, 王继源, 陈玥, 祝卓宏. (2018). 学龄前儿童母亲心理灵活性与养育心理灵活性的关系. 中国心理卫生杂志, 32(6), 502-507.
[17] 徐晓滢, 刘世宏, 李丹, 宗爱东. (2014). 青少年生命认知及其生活满意度的干预研究. 心理与行为研究, 12(3), 384-390.
[18] 杨丽珠, 李淼, 陈靖涵, 沈悦. (2016). 教师期望对幼儿人格的影响: 师幼关系的中介效应. 心理发展与教育, 32(6), 641-648.
[19] 杨逸群, 陈亮, 纪林芹, 张文新. (2017). 母亲抑郁对青少年抑郁的影响: 亲子关系的中介作用与青少年消极情绪性的调节作用. 心理发展与教育, 33(3), 368-377.
[20] 赵菁菁, 白晓宇, 李传晓, 李新影, 祝卓宏. (2020). 工作母亲心理灵活性与工作家庭平衡: 基于情境的多重中介模型. 中国临床心理学杂志, 28(6), 1240-1245.
[21] Anderson, R. E. (2018). And still WE rise: Parent-child relationships, resilience, and school readiness in low-income urban Black families. Journal of Family Psychology, 32(1), 60-70.
[22] Askew, C., & Field, A. P. (2008). The vicarious learning pathway to fear 40 years on. Clinical Psychology Review, 28(7), 1249-1265.
[23] Beeckman M., Hughes S., van Ryckeghem D., van Hoecke E., Dehoorne J., Joos R., & Goubert L. (2019). Resilience factors in children with juvenile idiopathic arthritis and their parents: The role of child and parent psychological flexibility. Pain Medicine, 20(6), 1120-1131.
[24] Bliese, P. D. (2000). Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis. In K. J. Klein & S. W. J. Kozlowski (Eds.), Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions (pp. 249-381). Jossey-Bass.
[25] Block, J., & Kremen, A. M. (1996). IQ and ego-resiliency: Conceptual and empirical connections and separateness. Journal of Personality and Social Psychology, 70(2), 349-361.
[26] Brassell A. A., Rosenberg E., Parent J., Rough J. N., Fondacaro K., & Seehuus M. (2016). Parent's psychological flexibility: Associations with parenting and child psychosocial well-being. Journal of Contextual Behavioral Science, 5(2), 111-120.
[27] Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844-850.
[28] Buyse E., Verschueren K., & Doumen S. (2011). Preschoolers'attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference? Social Development, 20(1), 33-50.
[29] Buyse E., Verschueren K., Verachtert P., & van Damme J. (2009). Predicting school adjustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110(2), 119-141.
[30] Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.
[31] Dixon M. R.,& Paliliunas, D. (2018). AIM: A behavior analytic curriculum for social-emotional development in children Shawnee Scientific Press A behavior analytic curriculum for social-emotional development in children. Shawnee Scientific Press.
[32] Fonseca A., Canavarro M. C., & Moreira H. (2020). Is parental psychological flexibility a (uni) dimensional construct? A bifactor analysis of the Portuguese version of the parental acceptance questionnaire (6-PAQ). Current Psychology, 1-14.
[33] Hayes S. C., Luoma J. B., Bond F. W., Masuda A., & Lillis J. (2006). Acceptance and commitment therapy: Model, processes and outcomes. Behaviour Research and Therapy, 44(1), 1-25.
[34] James L. R., Demaree R. G., & Wolf G. (1993). rwg: An assessment of within-group interrater agreement. Journal of Applied Psychology, 78(2), 306-309.
[35] Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865-878.
[36] LeBreton, J. M., & Senter, J. L. (2008). Answers to 20 questions about interrater reliability and interrater agreement. Organizational Research Methods, 11(4), 815-852.
[37] Liu H. S., Liu L. G., & Jin X. Y. (2020). The impact of parental remote migration and parent-child relation types on the psychological resilience of rural left-behind children in China. International Journal of Environmental Research and Public Health, 17(15), 5388.
[38] Moyer D. N., Page A. R., McMakin D. Q., Murrell A. R., Lester E. G., & Walker H. A. (2018). The impact of acceptance and commitment therapy on positive parenting strategies among parents who have experienced relationship violence. Journal of Family Violence, 33(4), 269-279.
[39] Murray L., De Rosnay M., Pearson J., Bergeron C., Schofield E., Royal-Lawson M., & Cooper P. J. (2008). Intergenerational transmission of social anxiety: The role of social referencing processes in infancy. Child Development, 79(4), 1049-1064.
[40] Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus user's guide. Muthén & Muthén.
[41] Nikolaou E., Papavasileiou V., Andreadakis N., Xanthis A., Xanthacou Y., & Kaila M. (2021). Promoting psychological resilience: Preschool teachers'perspectives. International E-Journal of Advances in Social Sciences, 7(19), 111-119.
[42] Overton, W. F. (2013). Relationism and relational developmental systems: A paradigm for developmental science in the post-Cartesian era. Advances in Child Development and Behavior, 44, 21-64.
[43] Pianta R. C., Hamre B., & Stuhlman M. (2003). Relationships between teachers and children. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (pp. 199-234). Wiley.
[44] Podsakoff P. M., MacKenzie S. B., Lee J.-Y., & Podsakoff N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
[45] Preacher K. J., Zhang Z., & Zyphur M. J. (2011). Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling, 18(2), 161-182.
[46] Preacher K. J., Zyphur M. J., & Zhang Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15(3), 209-233.
[47] Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50(3), 550-558.
[48] Schofield T. J., Lee R. D., & Merrick M. T. (2013). Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: A meta-analysis. Journal of Adolescent Health, 53(S4), S32-S38.
[49] Schönpflug, U. (2001). Intercultural transmission of values: The role of transmission belts. Journal of Cross-Cultural Psychology, 32(2), 174-185.
[50] Spinelli M., Lionetti F., Pastore M., & Fasolo M. (2020). Parents'stress and children's psychological problems in families facing the COVID-19 outbreak in Italy. Frontiers in Psychology, 11, 1713.
[51] Tamura, T. (2019). Effect of perceived parent-child relationship in childhood on resilience in Japanese youth. Psychological Reports, 122(2), 485-505.
[52] Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205-211.
[53] Waugh C. E., Thompson R. J., & Gotlib I. H. (2011). Flexible emotional responsiveness in trait resilience. Emotion, 11(5), 1059-1067.

心理灵活性代际传递：亲子关系的中介作用和师幼关系的调节作用^*

Intergenerational Transmission of Psychological Flexibility: The Mediating Role of Parent-Child Relationship and the Moderating Role of Teacher-Child Relationship

PDF

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 8

编辑推荐

Metrics

[1]	谢庆斌, 孙娟娟, 王英杰, 李燕. 幼儿行为自我调节能力的发展：母亲、同伴、教师的作用^*[J]. 心理科学, 2024, 47(5): 1080-1087.
[2]	李妍, 鞠佳雯, 梁丽婵, 边玉芳. 父母育儿压力、正念教养与亲子关系的关系：基于主客体互倚模型 ^*[J]. 心理科学, 2023, 46(6): 1432-1439.
[3]	黄鹤王小英. 家庭社会经济地位与流动学前儿童问题行为：家庭弹性与亲子关系的链式中介[J]. 心理科学, 2022, 45(2): 315-322.
[4]	麻书滔麦哲豪黄郁槐麻彦坤. 情绪智力的代际传递：有调节的中介模型[J]. 心理科学, 2021, 44(5): 1141-1147.
[5]	王英杰谢庆斌李燕朱晶晶. 依恋回避与学前儿童孤独感的关系：同伴拒绝的中介作用和师幼关系的调节作用[J]. 心理科学, 2021, 44(3): 598-604.
[6]	朱晶晶李燕张云 Robert J. Coplan 刘田田. 学前儿童害羞与社会适应：师幼关系的调节作用[J]. 心理科学, 2018, 41(5): 1130-1137.
[7]	李启明陈志霞. 物质主义对双元孝道的影响探讨——基于代际传递的视角[J]. 心理科学, 2016, 39(5): 1216-1222.
[8]	金灿灿刘艳陈丽. 社会负性环境对流动和留守儿童问题行为的影响：亲子和同伴关系的调节作用[J]. 心理科学, 2012, 35(5): 1119-1125.