父母控制同伴关系和初中生亲社会行为的关联

戚志远; 齐正昊; 韩文耕; 韩梅; 韩慧

doi:10.16835/j.cnki.1000-9817.2024326

父母控制同伴关系和初中生亲社会行为的关联

doi: 10.16835/j.cnki.1000-9817.2024326

蚌埠医科大学公共卫生学院，安徽 233000

基金项目:

安徽省高校人文社会科学重点项目 SK2021A0428

蚌埠医科大学研究生科研创新计划项目 Byycx23042

详细信息

作者简介:
戚志远(2000-)，男，安徽六安人，在读硕士，主要研究方向为儿童青少年生长发育与心理发展

通讯作者:
韩慧，E-mail：714853296@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 G78 G444 C913.5
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出版历程
- 收稿日期: 2024-07-16
- 修回日期: 2024-09-19
- 网络出版日期: 2024-12-10
- 刊出日期: 2024-11-15

Relationship of parental control and peer relationship with pro-social behavior among junior high school students

School of Public Health, Bengbu Medical University, Bengbu (233000), Anhui Province, China

摘要

摘要: 目的探讨父母控制水平、同伴关系和初中生亲社会行为的关系，为促进青少年亲社会行为提供方法和策略。方法 2022年6—7月，采用方便抽样与整群随机抽样相结合的方法在安徽省宿州市和宣城市各抽取3所初中学校，对抽中学校初一至初三年级的2 564名学生进行问卷调查，包括父母控制问卷、亲社会量表和青少年同伴关系量表。相关性分析采用Pearson相关分析，计量资料比较选用t检验或方差分析，中介效应分析采用Process过程分析。结果男生在父母控制总分及父亲心理控制、母亲心理控制、父亲行为控制、母亲行为控制4个维度的得分(185.31±27.49，21.65±7.43，21.77±8.18，69.50±11.41，72.39±11.53)均高于女生(178.21±25.13，20.08±7.09，20.61±7.62，66.56±11.14，70.95±11.84)(t值分别为6.83，5.47，3.70，6.60，3.12)，女生的同伴关系得分高于男生(48.41±11.26，47.13±10.84)(t=2.95)(P值均 < 0.01)。不同年级中学生父母控制、父母心理控制、母亲心理控制、父亲行为控制、母亲行为控制、同伴关系、亲社会行为得分差异均有统计学意义(F值分别为9.44，12.87，13.61，6.84，4.12，42.85，2.98，P值均 < 0.05)。父母控制得分与亲社会行为得分呈正相关，亲社会行为得分与同伴关系得分呈负相关(r值分别为0.32，-0.19，P值均 < 0.01)。同伴关系在父母控制和亲社会行为之间起部分中介作用，中介效应值为-0.02，占总效应的6.79%；同伴关系在父母心理控制和亲社会行为之间存在遮掩效应。结论过高的父母控制水平与初中生亲社会行为减少相关，而良好的同伴关系会作为媒介增加初中生的亲社会行为。良好的家庭教养方式及引导青少年积极的同伴交往，有利于促进其行为规范和社会化的发展。
- 法定监护人 /
- 人际关系 /
- 社会行为 /
- 精神卫生 /
- 学生
Abstract: Objective To explore the relationship of parental control and peer relationship with pro-social behavior among junior high school students, so as to provide methods and strategies for promoting pro-social behavior among junior high school students. Methods From June to July 2022, a combination of convenience sampling and cluster random sampling methods was used to select three junior high schools from Suzhou and Xuancheng in Anhui Province. A total of 2 564 students from the first to the third year of junior high school were administered questionnaires, including the Parental Control Questionnaire, the Pro-social Scale, and the Adolescent Peer Relationship Scale. Measurement data was analyzed by t-test or ANOVA, correlation analysis by Pearson correlation analysis, and mediation effect analysis by Process analysis. Results Boys (185.31±27.49, 21.65±7.43, 21.77±8.18, 69.50±11.41, 72.39±11.53) scored higher than girls (178.21±25.13, 20.08±7.09, 20.61±7.62, 66.56±11.14, 70.95±11.84) in the parental control and four dimensions of father psychological control, mother psychological control, father behavioral control and mother behavioral control (t=6.83, 5.47, 3.70, 6.60, 3.12), and girls scored higher than boys on peer relationship (48.41±11.26, 47.13±10.84)(t=-2.95) (P < 0.01). There were statistically significant differences in scores for parental control, parental psychological control, maternal psychological control, paternal behavioral control, maternal behavioral control, peer relationships, and pro-social behavior among junior high school students of different grades (F=9.44, 12.87, 13.61, 6.84, 4.12, 42.85, 2.98, P < 0.05). Parental control scores were positively correlated with pro-social behavior scores, and pro-social behavior scores were negatively correlated with peer relationships scores (r=0.32, -0.19, P < 0.01). Peer relationships partially mediate between parental control and pro-social behavior, with a mediation effect value of -0.02, accounting for 6.79% of the total effect.And there was a masking effect between parental psychological control and pro-social behavior. Conclusions Excessive parental control is associated with the decrease of pro-social behaviors among junior high school students, while good peer relationship acts as a mediator to increase pro-social behavior among junior high school students. Therefore, good family parenting styles and guiding adolescents to positive peer interactions are conducive to promoting the development of behavioral norms and socialization and fostering pro-social behavior.
- Legal guardians /
- Interpersonal relations /
- Social behavior /
- Mental health /
- Students
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图 1 初中生父母控制各维度及同伴关系与亲社会行为的中介作用模型

注： ^*P < 0.05。

Figure 1. Model diagram of the mediating role of the dimensions of parental control, peer relationships, and pro-social conduct among junior high school students

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表 1 不同组别初中生父母控制、同伴关系和亲社会行为得分比较(x±s)

Table 1. Comparison of scores on parental control, peer relationships, and prosocial behavior among junior high school students of different groups(x±s)

组别	选项	人数	统计值	父母控制	父亲心理控制	母亲心理控制	父亲行为控制	母亲行为控制	同伴关系	亲社会行为
性别	男	1 281		185.31±27.49	21.65±7.43	21.77±8.18	69.50±11.41	72.39±11.53	47.13±10.84	91.29±19.40
	女	1 283		178.21±25.13	20.08±7.09	20.61±7.62	66.56±11.14	70.95±11.84	48.41±11.26	90.34±17.15
			t值	6.83	5.47	3.70	6.60	3.12	-2.95	1.31
			P值	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	0.19
年级	初一	910		184.67±27.18^ab	21.83±7.29^ab	22.15±8.07^ab	68.81±10.95^b	71.88±10.78^b	50.21±9.57^a	89.80±20.05^ab
	初二	886		180.98±25.46	20.16±7.82	20.21±7.55	68.29±11.69^c	72.31±12.08^c	45.47±11.67^c	91.91±17.42
	初三	768		179.21±26.79	20.53±7.22	21.17±8.06	66.81±11.39	70.70±12.26	47.54±11.43	90.74±17.06
			F值	9.44	12.87	13.61	6.84	4.12	42.85	2.98
			P值	< 0.01	< 0.01	< 0.01	< 0.01	0.02	< 0.01	0.05
注： ^a初一与初二比较，P < 0.05；^b初一与初三比较，P < 0.05；^c初二与初三比较，P < 0.05。

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表 2 同伴关系对父母控制与初中生亲社会行为的中介效应(n=2 564)

Table 2. Mediating effects of peer relationships on parental control and prosocial behavior among junior high school students(n=2 564)

结果变量	预测变量	B值(95%CI)	t值
亲社会行为	父亲心理控制	0.04(-0.06~0.14)	0.85
	母亲心理控制	0.04(-0.04~0.14)	1.07
	父亲行为控制	0.58(0.53~0.64)	19.48^*
	母亲行为控制	0.55(0.50~0.61)	19.11^*
同伴关系	父亲心理控制	0.48(0.42~0.53)	16.67^*
	母亲心理控制	0.46(0.40~0.51)	17.29^*
	父亲行为控制	-0.09(-0.12~-0.05)	-4.38^*
	母亲行为控制	-0.10(-0.14~-0.06)	-5.33^*
亲社会行为c'	父亲心理控制	0.20(0.11~0.31)	4.13^*
	母亲心理控制	0.20(0.12~0.31)	4.50^*
	父亲行为控制	0.55(0.50~0.62)	18.94^*
	母亲行为控制	0.52(0.47~0.58)	18.38^*
注： ^*P < 0.05；c'表示同伴关系进入回归方程后，父母心理和行为控制对亲社会行为的回归系数。

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