日常压力对流动儿童诚信感的影响:社会支持与逆境信念的调节作用
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摘要
基于青少年积极发展观,以650名流动儿童为被试,在日常压力背景下探讨不同来源的社会支持以及逆境信念对流动儿童诚信发展的作用及影响机制。结果显示:(1)流动儿童总体诚信水平较高,日常压力事件显著负向预测流动儿童的诚信发展水平,教师支持、朋友支持与逆境信念均正向预测流动儿童的诚信水平;(2)家人支持对日常压力与诚信之间的关系具有调节作用,表现出压力背景下的保护效应;(3)逆境信念与朋友支持具有交互作用,共同调节日常压力对诚信发展的影响,二者的交互作用表现出"增强模式"与"补偿模式"。
Based on Positive Youth Development( YDP),the present study aims to examine the development of integrity of Migrant children,which is one of the disadvantaged groups in China,as well as the moderating role of social support and their beliefs about adversity. A total of 657 Rural-to-Urban Migrant Children were recruited,including 500 boys and 476 girls. Data were collected from self-report. Results indicated that:( 1) As a whole,the integrity quality of migrant children are positive,but exhibited a downward trend with the growth of age;( 2) life events was negatively associated with integrity quality,while family support,teacher support,friend support and the beliefs about adversity were all positively associated with integrity quality; Besides,teacher support,friend support and beliefs about adversity positively predicted the development of integrity and family support moderated the relationship between life events and integrity quality;( 3) The beliefs about adversity,together with friend support,moderated the relationship between life events and integrity quality.
Based on Positive Youth Development( YDP),the present study aims to examine the development of integrity of Migrant children,which is one of the disadvantaged groups in China,as well as the moderating role of social support and their beliefs about adversity. A total of 657 Rural-to-Urban Migrant Children were recruited,including 500 boys and 476 girls. Data were collected from self-report. Results indicated that:( 1) As a whole,the integrity quality of migrant children are positive,but exhibited a downward trend with the growth of age;( 2) life events was negatively associated with integrity quality,while family support,teacher support,friend support and the beliefs about adversity were all positively associated with integrity quality; Besides,teacher support,friend support and beliefs about adversity positively predicted the development of integrity and family support moderated the relationship between life events and integrity quality;( 3) The beliefs about adversity,together with friend support,moderated the relationship between life events and integrity quality.
引文
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Campos-Castillo,C.,&Ewoodzie,K.(2014).Relational trustworthiness:How status affects intra-organizational inequality in job autonomy.Social Science Research,44,60-74.
Chirkov,V.I.,Safdar,S.,de Guzman,J.,&Playford,K.(2008).Further examining the role motivation to study abroad plays in the adaptation of international students in Canada.International Journal of Intercultural Relations,32(5),427-440.
Cohen,S,&Will,T.A.(1985).Stress Social Support and the Buffering Hypothesis:A Theoretical Analysis.Psychological Bulletin,98(2),310-357.
Cooper,S.M.,Brown,C.,Metager,C.,Clinton,Y.,&Guthrie,B.(2013).Racial Discrimination and African American Adolescents’Adjustment:Gender Variation in Family and Community Social Support,Promotive and Protective Factors,Journal of Child&Family Studies,22(1),15-29.
Eccles,J.S.,&Roeser,R.W.(2011).Schools as Developmental Contexts During Adolescence.Journal of Research on Adolescence.21(1),225-241.
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Flouri,E.,Midouhas,E.,Joshi,H.,&Tzavidis,N.(2015).Emotional and behavioral resilience to mutipile risk exposure in early life:the role of parenting.European and Child Psychiatry,24(7),745-755.
Gloria,A.M.(2005).An Examination of Academic Nonpersistence Decisions of Latino Undergraduates.Hispanic Journal of Behavioral Sciences,27(2),202-223.
Helsen,M.,Vollebergh,W.,&Meeus,W.(2000).Social support from parents and friends and emotional problems in adolescence.Journal of Youth and Adolescence,29,319-335.
Jia,Y.,Way,N.,Ling,G.,Yoshikawa,H.,Chen,X.,Hughes,D.,et al.(2009).The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment:A Comparison of Chinese and American Adolescents.Child Development,80(5),1514-1530.
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Peng,K.P.,&Nisbett,R.E.(1999).Culture,dialectics,and reasoning about contradiction.American Psychologist,54,741-754.
Poon,J.M.(2013).Effects of benevolence,integrity,and ability on trust-in-supervisor.Employee Relations,35(4),396-407.
Richard,E.,Nisbett,R.E.,Kaiping,P.,Incheol,C.,&Ara N.(2001).Culture and systems of thought:holistic versus analytic cognition.Psychological Review 108(2),291-310.
Rodriguez,N.,Mira,C.B.,Myers,H.F.,Morris,J.K.,&Cardoza,D.(2003).Family or friends:Who plays a greater supportive role for Latino college students?Cultural Diversity&Ethnic Minority Psychology,9(3),236-250.
Robert,R.W.,Eccles,J.S.,&Arnold,J.S.(2000).School as a context of early adolescents’academic and social-emotional development:a summary of research findings.The Elementary School Journal,100(5),443-471.
Rubin,K.H.,Dwyer,K.M.,Booth-LaF orce,C.,Kim,A.H.,Burgess,K.B.,&Rose-Krasnor,L.(2004).Attachment,friendship,and psychosocial functioning in early adolescence.Journal of Early Adolescence,24,326-356.
Sakiz,G.,Pape,S.J.,&Hoy,A.W.(2012).Does perceived teacher affective support matter for middle school students in mathematics classrooms?Journal of School Psychology,50(2),235-255.
Shek,D.T.L.(2004).Chinese cultural beliefs about adversity:its relationship to psychological well-being,school adjustment and problem behaviour in Hong Kong adolescents with and without economic disadvantage.Childhood,11(1),63-80.
Shek,D.T.L.(2005).A longitudinal study of Chinese cultural beliefs about adversity,psychological well-being,delinquency and substance abuse in Chinese adolescents with economic disadvantage.Quality-ofLife Research in Chinese,Western and Global Contexts,25,385-409.
Shek,D.T.L.,Tang,V.,Lam,C.M.,Lam,M.C.,Tsoi,K.W.,&Tsang,K.M.(2003).The relationship between Chinese cultural beliefs about adversity and psychological adjustment in Chinese families with economic disadvantage.American Journal of Family Therapy,31(5),427-443.
Theokas,C.,&Lerner,R.M.(2006).Observed Ecological assets in families,schools,and neighborhoods:conceptualization,measurement,and relations with positive and negative developmental outcomes.Applied Developmental Science,10,61-74.
Young,J.F.,Berenson,K.,Cohen,P.,&Garcia,J.(2005).The role of parent and peer support in predicting adolescent depression:Alongitudinal community study.Journal of Research on Adolescence,15,407-423.
Zhao,J.,Xia,L.,&Wang,M.Parent-child cohesion,friend companionship and left-behind children’s emotional adaptation in rural China.Child Abuse&Neglect,(07),190-199.
Zimet,G.D.,Dahlem,N.W.,Zimet,S.G.,&Farley,G.K.(1988).The Multidimensional Scale of Perceived Social Support.[Article].Journal of Personality Assessment,52(1),30-41.
Zimmer-Gembeck,M.I.,&Skinner,E.A.(2008).Adolescents’coping with stress development and diversity.Prevention Research,15,3-7.
陈劲.(2007).中国人诚信心理结构及其特征(博士学位论文).西南大学,重庆.
陈丽,刘艳.(2012).流动儿童亲子沟通特点及其与心理健康的关系.中国特殊教育,(1),58-63.
樊洁,邓敏,梁宁建.(2011).中学生诚信心理与自尊的关系研究.心理研究,4(4),88-92.
傅俏俏,叶宝娟,温忠麟.(2012).压力性生活事件对青少年主观幸福感的影响机制.心理发展与教育,24(3),516-523.
郭海英,刘方,刘文,蔺秀云,林丹华.(2017).积极青少年发展:理论、应用与未来展望.北京师范大学学报(社会科学版),(6),5-13.
胡韬,刘敏,廖全明.(2014).流动儿童的自尊在领悟社会支持与社会适应关系中的中介作用.现代中小学教育,30(1),100-104.
贾绪计,林崇德.(2014).创造力研究:心理学领域的四种取向.北京师范大学学报(社会科学版),(1),61-67.
雷孟,宋大伟.(2012).贫困大学生诚信价值观的结构及其与自尊的关系.广西师范学院学报(哲学社会科学版),33(2),32-36.
李董平.(2012).多重生态学风险因素与青少年社会适应:风险建模与作用机制研究(博士学位论文).华南师范大学,广州.
李平平,王明宇,赵娟,隋雪.(2011).初中生诚信度及影响因素研究.中国健康心理学杂志,19(12),1477-1479.
梁雅君.(2015).关系认知和特质认知对中国人人际信任的影响(博士学位论文).上海师范大学,上海.
林丹华,柴晓运,李晓艳,刘艳,翁欢欢.(2017).中国文化背景下积极青少年发展的结构与内涵.北京师范大学学报(社会科学版),(6),14-22.
卢家楣.(2009).论青少年情感素质.教育研究,(10),30-36.
卢家楣,刘伟,贺雯,王俊山,陈念劬,解登峰.(2017).中国当代大学生情感素质的现状及其影响因素.心理学报,49(01),1-16.
卢家楣,刘伟,贺雯,袁军,竺培梁,卢盛华,王俊山,田学英.(2009).我国当代青少年情感素质现状调查.心理学报,41(12),1152-1164.
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Chirkov,V.I.,Safdar,S.,de Guzman,J.,&Playford,K.(2008).Further examining the role motivation to study abroad plays in the adaptation of international students in Canada.International Journal of Intercultural Relations,32(5),427-440.
Cohen,S,&Will,T.A.(1985).Stress Social Support and the Buffering Hypothesis:A Theoretical Analysis.Psychological Bulletin,98(2),310-357.
Cooper,S.M.,Brown,C.,Metager,C.,Clinton,Y.,&Guthrie,B.(2013).Racial Discrimination and African American Adolescents’Adjustment:Gender Variation in Family and Community Social Support,Promotive and Protective Factors,Journal of Child&Family Studies,22(1),15-29.
Eccles,J.S.,&Roeser,R.W.(2011).Schools as Developmental Contexts During Adolescence.Journal of Research on Adolescence.21(1),225-241.
Fergus,S,&Zimmerman,M.A.(2005).Adolescent resilience:Aframework for understanding healthy development in the face of risk.Annual Review of Public Health,26,399-419.
Flouri,E.,Midouhas,E.,Joshi,H.,&Tzavidis,N.(2015).Emotional and behavioral resilience to mutipile risk exposure in early life:the role of parenting.European and Child Psychiatry,24(7),745-755.
Gloria,A.M.(2005).An Examination of Academic Nonpersistence Decisions of Latino Undergraduates.Hispanic Journal of Behavioral Sciences,27(2),202-223.
Helsen,M.,Vollebergh,W.,&Meeus,W.(2000).Social support from parents and friends and emotional problems in adolescence.Journal of Youth and Adolescence,29,319-335.
Jia,Y.,Way,N.,Ling,G.,Yoshikawa,H.,Chen,X.,Hughes,D.,et al.(2009).The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment:A Comparison of Chinese and American Adolescents.Child Development,80(5),1514-1530.
Leman,P.J.,Smith,E.P.,&Petersen,A.C.(2017).Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts.Child Development,88(4),1039-1044.
Lerner,R.M.(2002).Concepts and Theories of Human Development(3rd ed.).Mahwha,NJ:Lawrence Erlbaum.
Lerner,R.M.(2004).Liberty:Thriving and Civic Engagement among American Youth.Thousand Oaks,CA:Sage.
Mcmahon,S.D.,Grant,K.E.,Compas,B.E.,Thurm,A.E.,&Ey,S.(2003).Stress and psychopathology in children and adolescents:is there evidence of specificity.Journal of Child Psychology and Psychiatry,44(1),107-133.
Peng,K.P.,&Nisbett,R.E.(1999).Culture,dialectics,and reasoning about contradiction.American Psychologist,54,741-754.
Poon,J.M.(2013).Effects of benevolence,integrity,and ability on trust-in-supervisor.Employee Relations,35(4),396-407.
Richard,E.,Nisbett,R.E.,Kaiping,P.,Incheol,C.,&Ara N.(2001).Culture and systems of thought:holistic versus analytic cognition.Psychological Review 108(2),291-310.
Rodriguez,N.,Mira,C.B.,Myers,H.F.,Morris,J.K.,&Cardoza,D.(2003).Family or friends:Who plays a greater supportive role for Latino college students?Cultural Diversity&Ethnic Minority Psychology,9(3),236-250.
Robert,R.W.,Eccles,J.S.,&Arnold,J.S.(2000).School as a context of early adolescents’academic and social-emotional development:a summary of research findings.The Elementary School Journal,100(5),443-471.
Rubin,K.H.,Dwyer,K.M.,Booth-LaF orce,C.,Kim,A.H.,Burgess,K.B.,&Rose-Krasnor,L.(2004).Attachment,friendship,and psychosocial functioning in early adolescence.Journal of Early Adolescence,24,326-356.
Sakiz,G.,Pape,S.J.,&Hoy,A.W.(2012).Does perceived teacher affective support matter for middle school students in mathematics classrooms?Journal of School Psychology,50(2),235-255.
Shek,D.T.L.(2004).Chinese cultural beliefs about adversity:its relationship to psychological well-being,school adjustment and problem behaviour in Hong Kong adolescents with and without economic disadvantage.Childhood,11(1),63-80.
Shek,D.T.L.(2005).A longitudinal study of Chinese cultural beliefs about adversity,psychological well-being,delinquency and substance abuse in Chinese adolescents with economic disadvantage.Quality-ofLife Research in Chinese,Western and Global Contexts,25,385-409.
Shek,D.T.L.,Tang,V.,Lam,C.M.,Lam,M.C.,Tsoi,K.W.,&Tsang,K.M.(2003).The relationship between Chinese cultural beliefs about adversity and psychological adjustment in Chinese families with economic disadvantage.American Journal of Family Therapy,31(5),427-443.
Theokas,C.,&Lerner,R.M.(2006).Observed Ecological assets in families,schools,and neighborhoods:conceptualization,measurement,and relations with positive and negative developmental outcomes.Applied Developmental Science,10,61-74.
Young,J.F.,Berenson,K.,Cohen,P.,&Garcia,J.(2005).The role of parent and peer support in predicting adolescent depression:Alongitudinal community study.Journal of Research on Adolescence,15,407-423.
Zhao,J.,Xia,L.,&Wang,M.Parent-child cohesion,friend companionship and left-behind children’s emotional adaptation in rural China.Child Abuse&Neglect,(07),190-199.
Zimet,G.D.,Dahlem,N.W.,Zimet,S.G.,&Farley,G.K.(1988).The Multidimensional Scale of Perceived Social Support.[Article].Journal of Personality Assessment,52(1),30-41.
Zimmer-Gembeck,M.I.,&Skinner,E.A.(2008).Adolescents’coping with stress development and diversity.Prevention Research,15,3-7.
陈劲.(2007).中国人诚信心理结构及其特征(博士学位论文).西南大学,重庆.
陈丽,刘艳.(2012).流动儿童亲子沟通特点及其与心理健康的关系.中国特殊教育,(1),58-63.
樊洁,邓敏,梁宁建.(2011).中学生诚信心理与自尊的关系研究.心理研究,4(4),88-92.
傅俏俏,叶宝娟,温忠麟.(2012).压力性生活事件对青少年主观幸福感的影响机制.心理发展与教育,24(3),516-523.
郭海英,刘方,刘文,蔺秀云,林丹华.(2017).积极青少年发展:理论、应用与未来展望.北京师范大学学报(社会科学版),(6),5-13.
胡韬,刘敏,廖全明.(2014).流动儿童的自尊在领悟社会支持与社会适应关系中的中介作用.现代中小学教育,30(1),100-104.
贾绪计,林崇德.(2014).创造力研究:心理学领域的四种取向.北京师范大学学报(社会科学版),(1),61-67.
雷孟,宋大伟.(2012).贫困大学生诚信价值观的结构及其与自尊的关系.广西师范学院学报(哲学社会科学版),33(2),32-36.
李董平.(2012).多重生态学风险因素与青少年社会适应:风险建模与作用机制研究(博士学位论文).华南师范大学,广州.
李平平,王明宇,赵娟,隋雪.(2011).初中生诚信度及影响因素研究.中国健康心理学杂志,19(12),1477-1479.
梁雅君.(2015).关系认知和特质认知对中国人人际信任的影响(博士学位论文).上海师范大学,上海.
林丹华,柴晓运,李晓艳,刘艳,翁欢欢.(2017).中国文化背景下积极青少年发展的结构与内涵.北京师范大学学报(社会科学版),(6),14-22.
卢家楣.(2009).论青少年情感素质.教育研究,(10),30-36.
卢家楣,刘伟,贺雯,王俊山,陈念劬,解登峰.(2017).中国当代大学生情感素质的现状及其影响因素.心理学报,49(01),1-16.
卢家楣,刘伟,贺雯,袁军,竺培梁,卢盛华,王俊山,田学英.(2009).我国当代青少年情感素质现状调查.心理学报,41(12),1152-1164.
蒙丽杨.(2015).逆境信念与农村贫困大学生孤独感:自尊的中介作用.贵州师范大学学报(自然科学版),33(2),32-35.
全国妇联课题组.(2013).全国农村留守儿童、城乡流动儿童状况研究报告.中国妇运,(6),30-34.
申继亮,刘霞,赵景欣,师保国.(2015).城镇化进程中农民工子女心理发展研究.心理发展与教育,31(1),108-116.
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