家庭关系、内化问题和心理社会适应在儿童晚期和青少年早期:波兰的观点。

IF 1.7 4区 心理学 Q3 PSYCHOLOGY Journal of Genetic Psychology Pub Date : 2022-09-01 Epub Date: 2022-07-18 DOI:10.1080/00221325.2022.2099242
Ilona Skoczeń
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引用次数: 0

摘要

本研究旨在探讨家庭关系和内化问题对心理社会适应的影响。数据收集自404名8-13岁波兰儿童和早期青少年,使用标准化工具评估家庭关系(即控制、支持)、内化问题和心理社会适应(问题行为与亲社会行为)的质量。研究结果证实了家庭关系质量、内化问题、问题行为和亲社会行为之间的正相关和负相关。性别差异也被发现;女孩在家庭关系中得到更多的支持,在亲社会行为方面得分更高,而男孩在家庭关系中得到更多的控制。回归分析表明,家庭关系中的控制和内化问题是问题行为的积极预测因素。另一方面,家庭关系中的控制是亲社会行为的负向预测因子。在最后一步,我们测试了四种中介模型,以检验内化问题是否会中介家庭关系与儿童行为之间的关系。讨论了未来可能的研究方向。
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Family Relationships, Internalizing Problems, and Psychosocial Adjustment in Late Childhood and Early Adolescence: A Polish Perspective.

The purpose of the present study was to examine the impact of family relationships and internalizing problems on psychosocial adjustment. Data were collected from 404 Polish children and early adolescents aged 8-13 using standardized instruments to assess the quality of family relationships (i.e., control, support), internalizing problems, and psychosocial adjustment (problem behavior versus prosocial behavior). The findings confirmed positive and negative associations between the quality of family relationships, internalizing problems, problem behavior, and prosocial behavior. Gender differences were also found; girls received more support within family relationships and scored higher in prosocial behavior, whereas boys received more control within family relationships. Regression analyses have shown that control within family relationships and internalizing problems were positive predictors of problem behavior. On the other hand, control within the family relationships was a negative predictor of prosocial behavior. In the final step, four mediation models were tested to check whether internalizing problems would mediate the relationship between family relationships and the child's behavior. Possible future research directions are discussed.

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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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