“青少年心理健康教育”主题双语文章推荐
近年来，心理健康问题逐步成为世界各国普遍面临的社会性难题。有研究显示，心理健康问题已逐渐从成人、职业群体扩展延伸至大中小学生群体，并呈现“低龄化”发展趋势，加强青少年心理健康教育已成为当前全社会的共识。本期精选发表于《心理发展与教育》的5篇双语文章，欢迎大家阅读与借鉴！
精选文章Selected Articles
01
青少年早期冲动性的发展轨迹：界定亚群组及其影响因素
The trajectories of impulsivity during early adolescence: identifying latent subgroups and influence factors
【摘要】以发展的整体互动论和生态系统理论为基础，考察青少年早期冲动性的发展轨迹及其影响因素。采用Barratt冲动性量表、家庭环境量表、青少年感知校园氛围问卷对天津市某中学210名初中生进行了为期1年的3次追踪调查，使用潜变量增长模型、潜类别增长模型、多元Logistic回归进行数据分析。结果发现：(1)青少年早期冲动性的发展呈线性增长趋势，并可分为三个亚群组：恒低组(16.67%)、恒高组(41.43%)和居中升高组(41.91%)；(2)家庭环境亲密度和教师支持对亚群组有显著预测作用。本研究揭示了在青少年早期冲动性的动态变化性、个体差异性及其相关影响因素。
【Abstract】Early adolescence (about 11–14 years old) is a special period after childhood. Most of the changes in adolescence occur at this stage, including not only physiological changes but also changes in cognition, speculation, autonomy, identity, social interaction, and emotional processing. These changes are accompanied by the risk of various psychological and behavioral problems. Previous studies have proved that impulsivity is closely related to teenagers’ physical and mental health, which makes it one of the most frequently explored personality traits in the field of psychology. This study examines the trajectories of impulsivity during early adolescence and its influencing factors based on the lifelong view of personality development, holistic interaction perspective, ecological systems theory, and stage-environment fit theory. This study adopts a longitudinal research design, uses the Barratt impulsiveness scale, the family environment scale, and the questionnaire for adolescent perceptions of school climate, and combines both variable-centered and individual-centered research ideas to conduct three follow-up surveys of junior high school students in a Tianjin middle school at six-month intervals over one year. The first measurement took place in the fourth week after the start of the second semester of the first year of junior high school, and a total of 210 valid participants were finally tracked. Study 1 examined the trajectories of impulsivity during early adolescence by developing an unconditional latent variable growth model. Study 2 examined trajectories of impulsivity during early adolescence by developing a latent growth model. Study 3 examined the predictive effects of family environment cohesion, teacher support, and peer support on subgroups of developmental changes in impulsivity using multivariate logistic regression. The main findings of this study are as follows. (1) Impulsivity in early adolescence tends to increase linearly. Specifically, the level of impulsivity increases with age, and the higher the initial level is, the lower the growth rate will be. (2) There are three heterogeneous subgroups in the developmental trajectory of impulsivity in early adolescence, namely, the constant low group where impulsivity remains at a low level, the constant high group where impulsivity remains at a high level, and the moderately high group where the initial impulsivity level is moderate and gradually increases during the measurement period. (3) The lower the level of teacher support and family environment cohesion is, the more likely the adolescents are to be placed in the constant high group. The higher the level of teacher support and family environment closeness is, the more likely the adolescents are to be placed in the constant low group. In conclusion, this study reveals the dynamic developmental changes in impulsivity in early adolescence, individual differences, and related influencing factors from a longitudinal perspective, which suggests that early adolescence is a special stage in the development of impulsivity, and the cultivation of healthy adolescent personality in the future should also take into account the individual differences of adolescents and pay attention to the role played by environmental factors in the trajectories of impulsivity during early adolescence.
02
青少年社交焦虑与学习投入的关系：意向性自我调节的解释作用及其年龄差异
Relationship between social anxiety and academic engagement among adolescence: the mediating role of intentional self-regulation and the age difference
【摘要】本研究以6所初中、高中和大学1597名青少年为被试，一方面考察了社交焦虑、意向性自我调节和学习投入在青少年发展中的特点;另一方面考察了青少年社交焦虑与学习投入之间的关系，以及意向性自我调节在两者关系的中介作用及其不同青少年期之间的差异。结果发现：(1)随着青少年年龄增长其社交焦虑水平降低，相对于青少年中晚期，青少年中期学习投入水平较低；(2)社交焦虑可以显著负向预测青少年的学习投入；(3)意向性自我调节在社交焦虑与青少年学习投入之间起中介作用；(4)青少年中晚期群体意向性自我调节的中介作用显著，但是青少年早期意向性自我调节的中介作用不显著。结果表明：首先，青少年随着年龄的增长可以减缓社交焦虑水平；其次，青少年中期面临复杂的发展任务，这样不利于其学习投入；最后，社交焦虑可以显著预测青少年学习投入，并且在青少年中晚期意向性自我调节是两者关系的中介桥梁。
【Abstract】As the reserve army for a country’s good and sustained development, the mentally healthy development of adolescents has always been one of the health topics of concern to the World Health Organization. China’s first mental health blue book, the China National Mental Health Development Report 2017–2018, was released in 2019, and after more than ten years of research, the results found that for adolescents, education is one of the most important topics of concern at that age. In this study, 1597 adolescents were recruited from six middle schools, high schools, and universities. On the one hand, the characteristics of social anxiety, intentional self-regulation, and academic engagement in the development of adolescents were investigated. On the other hand, the study investigated to examine the mediating effect of intentional self-regulation and the moderating effect of puberty between social anxiety and academic engagement. The results showed the following. (1) As adolescents age, their levels of social anxiety decrease. Compared to middle and late adolescence, the level of academic engagement is low in middle adolescence. (2) Social anxiety can significantly negative predictor of academic engagement of adolescents. (3) Intentional self-regulation plays a completely mediating role between social anxiety and academic engagement. (4)The mediating effect of intentional self-regulation in middle and late adolescence was significant, but the mediating effect of intentional self-regulation is not significant in early adolescence. It means the following. (1) Adolescence can reduce their levels of social anxiety as they age. (2) Middle adolescence is faced with complex developmental tasks, which are not conducive to their academic engagement. (3) Social anxiety can significantly predict adolescents’ academic engagement, and intentional self-regulation is the intermediary bridge between middle and late adolescence. This paper expands on previous research in two ways. First, it uses a large sample questionnaire to measure the developmental characteristics of social anxiety, intentional self-regulation, and academic engagement in early, middle, and late adolescents. Second, it further explores the mediating mechanisms of the three variables in different adolescent groups from a model comparison perspective. Our findings provide important practical guidance for fostering adolescents’ academic engagement from a self-regulatory perspective. Even in the face of social anxiety due to complex and volatile interpersonal relationships, the impact on adolescents’ academic engagement is reduced through conscious and goal-oriented self-regulation. At the same time, it is important to note that the development of self-concept differs between early, middle, and late adolescents and that more developmentally appropriate programs need to be developed for each of these groups.
03
亲子关系对中学生心理健康的影响：社会支持和心理素质的链式中介作用
The effect of parent-child relationship on mental health of middle school students: the chain mediating role of social support and psychological suzhi
【摘要】为探究亲子关系、社会支持和心理素质对中学生心理健康的影响，本研究采用问卷调查的方式，对全国23个省(市)共10190名初一至高三年级的中学生展开调查。结果表明：(1)父子关系、母子关系、社会支持和心理素质两两之间呈显著正相关，且均与心理健康问题呈显著负相关；(2)相比于母子关系，父子关系对中学生心理健康的影响更大；(3)亲子关系通过三条中介路径对中学生心理健康产生影响：①是社会支持和心理素质的单独中介作用；②社会支持和心理素质的链式中介作用。本研究进一步明确了亲子关系和中学生心理健康之间的内在心理机制，同时能帮助教育工作者预防和干预中学生的心理健康问题。
【Abstract】Middle school students are in a stage of rapid development, and the imbalance of their physical and mental development may significantly impact their mental health. According to the theory of the family system, a triangular relationship exists among the father, mother, and children. Due to differences in parental role characteristics and positioning within the family environment, fathers and mothers may have distinct roles and influences on their children’s development. However, there is a paucity of research investigating the association between the parent-child relationship and mental health problems of middle school students from the perspectives of the father-child relationship and mother-child relationship. Additionally, the ecosystem theory underscores the crucial impact of micro-environmental interactions, such as those between family and school, on individuals. Therefore, this study incorporates social support (environment variable) and psychological quality (individual variable) into the theoretical model to investigate their role in mediating the parent-child relationship and mental health problems. In this study, a structural equation model is employed to investigate the mental health of 10,190 middle school students from the first grade of junior high school to the third grade of senior high school in 23 provincial level regions, with data collected through parent-child relationship scale, social support scale, psychological quality questionnaire and middle school students mental health scale. The findings indicate that both social support and psychological quality of middle school students serve as separate mediators and chain mediators between the parent-child relationship and mental health. The closer the parent-child relationship, the greater the parental support and assistance available to children, which can enhance their psychological quality and reduce the likelihood of mental health problems. In addition, the father-child relationship has a greater impact on the mental health of middle school students compared to the mother-child relationship. This suggests that fathers play a more significant role in the mental health of middle school students than mothers. This study has expanded previous studies in two aspects. Firstly, by utilizing the ecosystem theory and family system theory, it demonstrates that the parent-child relationship can mitigate mental health problems among middle school students through enhancing their social support and psychological quality. Secondly, the parent-child relationship exerts a positive predictive effect on the mental health of middle school students. Moreover, compared with the mother-child relationship, the father-child relationship has a greater impact on their mental health. The research partially elucidates the underlying mechanisms of the parent-child relationship that contribute to adolescent mental health. This information can be utilized by schools and education departments to implement more targeted home-school cooperation initiatives, as well as promote and guide fathers’ involvement in their adolescent children’s development.
04
父母低头行为与青少年网络欺负的关系：压力的中介作用与年龄的调节作用
The relationship between parents’ phubbing and adolescents’ cyberbullying: the mediating effects of stress and the moderating effects of age
【摘要】本研究基于一般压力理论和冷-热双系统理论，探究父母低头行为与青少年网络欺负之间的关系，以及压力的中介作用与年龄的调节作用。采用父母低头行为问卷、抑郁-焦虑-压力量表(DASS-21)中的压力分量表、网络欺负量表对912名青少年进行测查。结果发现：(1)父母低头行为、压力和网络欺负两两之间呈正相关；(2)父母低头行为正向预测网络欺负，压力在父母低头行为与青少年网络欺负之间起中介作用；(3)年龄调节了该中介路径的后半段，相较于高年龄组，压力对网络欺负的影响在低年龄组更大。本研究的结果表明，父母低头行为与青少年网络欺负的关系是一个有调节的中介模型，这对制定青少年网络欺负的预防和干预措施具有重要意义。
【Abstract】Based on the general strain theory and the hot/cool system theory, this study explores the relationship between parents’ phubbing and adolescent cyberbullying, and the mediating effect of stress and the moderating effect of age. A sample of 912 adolescents was surveyed with the Parent Phubbing Scale, Stress Scale and Cyberbullying Perpetration Scale. The results are as follows. (1) Parents’ phubbing, stress and cyberbullying were positively correlated with each other; (2) Parents’ phubbing positively predicted cyberbullying, and stress mediated the relationship between parents’ phubbing and adolescent cyberbullying; (3) Age moderated the second half of this mediated pathway, with the effect of stress on cyberbullying being greater in the lower age group compared to the higher age group. The present findings support the moderated mediation model underlying the relationship between parents’ phubbing and cyberbullying. This also has significant implications for formulating prevention and intervention measures on cyberbullying among adolescents.
05
学校归属感与青少年手机依赖的关系：学习焦虑的中介效应与同伴关系的调节效应
The association between school belonging and smartphone dependence in adolescents: the mediating role of learning anxiety and the moderating role of peer relationship
【摘要】为探讨学校归属感对青少年手机依赖的影响及其作用机制，基于阶段环境匹配理论，本研究采用问卷法对山东省青岛市65所中学3355名高二年级学生进行调查。结果表明：(1)在控制了性别和上网时间后，学校归属感对青少年手机依赖具有显著的负向预测作用；(2)学习焦虑在学校归属感与青少年手机依赖之间起部分中介作用；(3)学校归属感对青少年手机依赖的直接作用、学习焦虑的中介作用均受到同伴关系的调节，且相对于同伴关系水平低的个体，学校归属感对手机依赖、学校归属感对学习焦虑以及学习焦虑对手机依赖的作用都在同伴关系水平高的个体中更强。本研究有利于揭示学校归属感是如何影响青少年手机依赖的，以及在何种条件下对青少年手机依赖的影响更强/更弱，对移动互联网时代预防青少年手机依赖有一定启示意义。
【Abstract】The use of smartphones has become a global phenomenon. While smartphones have brought about progress, they are also related to psychological and health problems, and even some teenagers have smartphone dependence. In order to better understand the formation mechanism of smartphone dependence and achieve early prevention and early intervention, scholars have carried out a lot of studies on influencing factors and mechanisms of adolescents’ smartphone dependence. Although schools are important micro-environment for teenagers’ growth, and teenagers spend most of their waking hours in schools, existing studies rarely discuss the comprehensive influence mechanism of situational factor of school. Based on the stage-environment fit theory, this study focuses on the school situation and discusses the influence of school belonging on teenagers’ smartphone dependence and its mechanism. In this study, a questionnaire survey was conducted among 3355 sophomores from 65 middle schools in Qingdao, Shandong Province. The results were as followings. (1) After controlling for gender and Internet time, the school belonging has a negative direct effect on smartphone dependence. (2) The negative association between school belonging and smartphone dependence was mediated by learning anxiety. (3) The effect of school belonging on smartphone dependence, the effect of school belonging on learning anxiety and the effect of learning anxiety on smartphone dependence were all moderated by peer relationships, and these three effects were stronger in adolescents with high level of peer relationships. The results of this study not only answer how the school belonging affects teenagers’ smartphone dependence, but also answer when the school belonging has a stronger/weaker impact on teenagers’ smartphone dependence. This study is helpful to deeply understand the relation between school belonging and adolescents’ smartphone dependence and its mechanism. Compared with previous literature, this study has contributions in the following two aspects. Firstly, this study focuses on research variables in school and learning situations for the first time, which expands our understanding of the mechanism of smartphone dependence and enriches the stage-environment fit theory. Secondly, the results integrate the negative reinforcement emotion model into relevant research fields of school factors, which not only explains the mechanism of how school factors affect smartphone dependence from a new perspective, but also expands the application scope of the negative reinforcement emotion model to some extent. This study provides a new perspective for the prevention and intervention of teenagers’ smartphone dependence, which has certain practical significance. Adolescence is a critical period to form self-identity, socialization and transition from childhood to adulthood. School, peers and learning are the main activity field, communication objects and life themes. This study suggests that comprehensive prevention or intervention measures for smartphone dependence can be formulated from perspectives of enhancing school belonging, relieving learning anxiety and guiding active peer relationship.
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《心理发展与教育》创刊于1985年，是由国家教育部主管、北京师范大学主办的面向国内外公开发行的心理学学术刊物，是国内唯一的发展心理学与教育心理学专业学术刊物，主要发表发展心理学和教育心理学领域的高质量研究报告与论文，下设五个栏目，包括认知与社会性发展、教与学心理学、心理健康与教育、理论探讨与进展等栏目。
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