贵州省初中生心理韧性和父母控制与行为问题的关联

叶德鑫; 张江萍; 罗鹏; 汪俊华; 龙蓉; 卢春远; 毛永佳; 谢虹雅; 李秀玲

doi:10.16835/j.cnki.1000-9817.2024154

贵州省初中生心理韧性和父母控制与行为问题的关联

doi: 10.16835/j.cnki.1000-9817.2024154

叶德鑫¹,
张江萍^{1, 2, ,},
罗鹏¹,
汪俊华¹,
龙蓉¹,
卢春远¹,
毛永佳¹,
谢虹雅³,
李秀玲⁴

1.
贵州医科大学公共卫生与健康学院/环境污染与疾病监控教育部重点实验室，贵阳 561113
2.
贵阳市云岩区卫生健康局
3.
中山大学第一医院附属贵州医院医务科
4.
贵阳市云岩区疾病预防控制中心办公室

基金项目:

贵阳市云岩区科学计划项目云科项目〔2021〕3号

详细信息

作者简介:
叶德鑫(1997-)，男，贵州毕节人，在读硕士，主要研究方向为社会医学与健康促进

通讯作者:
张江萍，E-mail：664746385@qq.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G444 G78
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- 被引次数: 0
出版历程
- 收稿日期: 2023-12-20
- 修回日期: 2024-02-26
- 网络出版日期: 2024-05-30
- 刊出日期: 2024-05-25

Relationship among psychological resilience, parental control, and behavioral problems in junior high school students in Guizhou Province

1.
Ministry of Education, School of Public Health, Guizhou Medical University/Key Laboratory of Environmental Pollution Monitoring and Disease Control, Guiyang (561113), Guizhou Province, China

摘要

摘要: 目的探讨初中生心理韧性、父母控制与行为问题之间的关系，为初中生行为问题的预防、干预及相关政策的制定提供参考依据。方法于2021年8—12月，采用分层整群抽样方法抽取贵州省3个不同经济发展水平市区(贵阳市、都匀市和凯里市)共2 745名七至九年级初中学生为调查对象。采用Achenbach儿童行为量表(CBCL)、父母控制问卷、心理韧性问卷对学生及其家长进行调查，使用网络分析法构建行为问题影响因素网络分析模型。结果贵州省初中学生行为问题检出率为22.62%，中学生心理韧性因子(目标专注、情绪控制、积极认知、家庭支持、人际协助)以及行为控制中主动询问的得分无行为问题组均高于有行为问题组，心理控制因子得分(引发内疚、收回关爱和坚持权威)有行为问题组均高于无行为问题组，差异均有统计学意义(t值分别为9.80，17.76，6.21，12.20，13.18，6.28，11.58，11.10，10.74，P值均 < 0.05)。网络模型显示，相同变量因子间，连线权重最强的为引发内疚和收回关爱，连线权重为0.79；不同变量间，行为问题与心理韧性(目标专注、情绪控制、积极认知、家庭支持、人际协助)、行为控制(主动询问、行为约束)间均呈负相关(r值分别为-0.25，-0.42，-0.16，-0.31，-0.33，-0.17，-0.03)，心理控制(引发内疚、收回关爱和坚持权威)与行为问题间呈正相关(r值分别为0.29，0.27，0.27)、与心理韧性(目标专注、情绪控制、积极认知、家庭支持、人际协助)间呈负相关(r=-0.53~-0.13)(P值均 < 0.05)。连线权重最强的是收回关爱与家庭支持为-0.53。家庭支持是联系整个行为问题网络模型的重要桥梁症状，具有较高强度的中心性。结论贵州省中学生行为问题检出率较高。可通过提供良好的家庭环境去培养中学生的耐挫能力，提高心理韧性，减少行为问题的发生。
- 精神卫生 /
- 行为 /
- 父母控制 /
- 学生
Abstract: Objective To investigate the relationships among psychological resilience, parental control, and behavioral problems in middle school students, aiming to provide evidence-based recommendations for the prevention and intervention of behavioral issues in middle school students, as well as for the development of related policies. Methods A stratified cluster sampling method was used to select 2 745 participants from three cities in Guizhou Province with different levels of economic development from August to December 2021. The Child Behavior Checklist (CBCL), Parental Control Questionnaire, and Psychological Resilience Questionnaire were administered to junior high school students and their parents. A network analysis method was employed to construct a network analysis model of factors influencing behavioral problems. Results The detection rate of behavioral problems among junior high school students in Guizhou Province was 22.62%. The scores for psychological resilience (goal focus, emotional control, positive cognition, family support, and interpersonal assistance) and proactive inquiry in behavior control were higher in the group without behavioral problems than in the group with behavioral problems. Scores for psychological control (inducing guilt, with drawing affection, and asserting authority) were higher in the group with behavioral problems than in the group without behavioral problems, with statistically significant differences (t=9.80, 17.76, 6.21, 12.20, 13.18, 6.28, 11.58, 11.10, 10.74, P < 0.05). The network model showed that among the same variable factors, the strongest connection weight was between inducing guilt and withdrawing affection, with a weight of 0.79. Between different variables, there were negative correlation between behavioral problems and psychological resilience (goal focus, emotional control, positive cognition, family support, interpersonal assistance) and behavior control (proactive inquiry, behavioral restraint) with correlation coefficients (r=-0.25, -0.42, -0.16, -0.31, -0.33, -0.17, -0.03, P < 0.05), respectively. There were positive correlation between psychological control factors (inducing guilt, withdrawing affection, and asserting authority) and behavioral problems (r=0.29, 0.27, 0.27), and a negative correlation between these psychological control factors and psychological resilience factors (goal focus, emotional control, positive cognition, family support, interpersonal assistance)(r=-0.53--0.13)(P < 0.05). The strongest connection weight was between withdrawing affection and family support, with a connection weight of -0.53. Family support was an important bridge symptom connecting the entire behavioral problem network model, with a high centrality. Conclusions The detection rate of behavioral problems among junior high school students in Guizhou Province is relatively high. Assisting adolescents in establishing a supportive family environment facilitates the cultivation of their psychological resilience, thereby mitigating the occurrence of behavioral problems.
- Mental health /
- Behavior /
- Parental control /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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图 1 初中生行为问题影响因素网络分析模型

注： BP为行为问题，PR1为目标专注，PR2为情绪控制，PR3为积极认知，PR4为家庭支持，PR5为人际协助，PC1为引发内疚，PC2为收回关爱，PC3为坚持权威，BC1为主动询问，BC2为行为约束。

Figure 1. Network analysis model of the influencing factors of behavior problems junior high school students

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表 1 有无行为问题初中生心理韧性父母控制得分比较(x±s)

Table 1. Comparison of psychological resilience and parental control scores of junior high school students with and without behavioral problems(x±s)

有无行为问题	人数	心理韧性					父母心理控制			父母行为控制
有无行为问题	人数	目标专注	情绪控制	积极认知	家庭支持	人际协助	引发内疚	收回关爱	坚持权威	主动询问	行为约束
无	2 124	18.42±4.19	19.79±4.20	14.65±3.48	21.99±4.77	20.87±5.63	24.63±8.52	10.78±5.02	8.59±3.62	24.48±6.45	26.56±7.56
有	621	16.54±4.20	16.55±3.94	13.68±3.31	19.14±5.23	17.49±5.60	29.15±8.70	13.36±5.33	10.25±3.31	22.65±6.18	26.23±7.52
t值		9.80	17.76	6.21	12.20	13.18	-11.58	-11.10	-10.74	6.28	0.94
P值		<0.01	<0.01	<0.01	<0.01	<0.01	<0.01	<0.01	<0.01	<0.01	0.35

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表 2 初中生行为问题网络分析节点连线权重(n=2 745)

Table 2. Node connection weights of network analysis of junior high school students' behavior problems(n=2 745)

变量	目标专注	情绪控制	积极认知	家庭支持	人际协助	引发内疚	收回关爱	坚持权威	主动询问	行为约束
情绪控制	0.32
积极认知	0.55	0.13
家庭支持	0.40	0.46	0.22
人际协助	0.33	0.55	0.11	0.49
引发内疚	-0.09	-0.39	0.00	-0.52	-0.36
收回关爱	-0.13	-0.41	-0.02	-0.53	-0.39	0.79
坚持权威	-0.08	-0.36	0.01	-0.43	-0.32	0.66	0.65
主动询问	0.38	0.14	0.32	0.28	0.23	-0.01	-0.02	0.00
行为约束	0.27	-0.06	0.25	-0.03	0.01	0.23	0.22	0.25	0.51
行为问题	-0.25	-0.42	-0.16	-0.31	-0.33	0.29	0.27	0.27	-0.17	-0.03

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