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家庭亲密度和适应性与青少年拒绝上学行为的关系：同伴关系和感知到的教师支持的链式中介作用

Relationship between Family Intimacy and Adaptability and School Refusal behavior: The Chain-mediated Role of Peer Relation and Perceived Teacher Support

中国心理学前沿 / 2023,5(11)：1133-1141 / 2023-11-27 87 163

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• 作者： 任彦名¹²      阮琳燕¹²      孙思佳¹²      何丽¹²     
• 单位：

  1．北京联合大学师范学院，北京；
  2．北京联合大学儿童及青少年学习与心理发展研究所，北京

• 关键词： 家庭亲密度和适应性；拒绝上学行为；同伴关系；感知教师支持
• Family intimacy and adaptability; School refusal behavior; Peer relationship; Perceived teacher support
• 摘要： 目的：探讨家庭亲密度和适应性与青少年拒绝上学行为之间的关系以及同伴关系和感知到的教师支持在其中的中介作用机制。方法：采用家庭亲密度和适应性量表、儿童拒绝上学行为量表、同伴关系量表和学生感知教师支持行为量表对北京市340名中学生进行问卷调查。结果：家庭亲密度和适应性与同伴关系、感知到的教师支持呈显著正相关（r=0.40，0.44，p<0.01），与拒绝上学行为呈显著负相关（r=-0.35，p<0.05）；同伴关系与感知到的教师支持呈显著正相关（r=0.36，p<0.01），与拒绝上学行为呈显著负相关（r=-0.39，p<0.05）；感知到的教师支持与拒绝上学行为呈显著负相关（r=-0.32，p<0.05）。同伴关系、感知到的教师支持分别在家庭亲密度和适应性与拒绝上学行为之间的单独中介效应显著（-0.053，95%CI：-0.087～-0.023；0.030，95%CI：-0.061～-0.006）；同伴关系、感知到的教师支持在家庭亲密度和适应性与拒绝上学行为之间的链式中介效应也显著（-0.007，95%CI：-0.015～-0.001）。结论：家庭亲密度和适应性可以分别通过同伴关系、感知到的教师支持两个中介变量的独立作用和链式作用间接影响青少年的拒绝上学行为。
• Objective: This study aimed to explore the effect of family intimacy and adaptability onadolescents’ school refusal behavior, specially to investigate the mediating effects of peer relationshipsand perceived teacher support negative evaluation. Methods: 340 secondary school students in Beijingare investigated with the Family Intimacy and Adaptability Scale (FIA), the Children’s School RefusalBehavior Scale (CRBS), the Peer Relationships Scale (PRS), and the Perceived Teacher Support Scale(PTSS). Results: This study indicated that family intimacy and adaptability were significantly andpositively related to peer relationships and perceived teacher support (r=0.40, 0.44, p<0.01), andsignificantly and negatively related to school refusal behavior (r=-0,35, p<0.05); Peer relationships weresignificantly and positively related to perceived teacher support (r=0.36, p<0.01), and significantly andnegatively related to school refusal behavior (r=-0.39, p<0.05); Perceived teacher support was significantlynegatively correlated with school refusal behavior (r=-0.32, p<0.05). The mediating effects of peerrelationships and perceived teacher support were significant between family intimacy and adaptability andschool refusal behavior, respectively (-0.053, 95% CI: -0.087 ~ -0.023; -0.030, 95% CI: -0.061 ~ -0.006);and the peer relationship and perceived teacher support The chain-mediated effect was also significant(-0.007, 95% CI: -0.015 ~ -0.001). Conclusion: Family intimacy and adaptability can indirectly influenceschool refusal behavior through the peer relationship, teacher support single mediating effect, and peerrelationship → perceived teacher support chain mediating effect, respectively.
• DOI： https://doi.org/10.35534/pc.0511132
• 引用： 任彦名，阮琳燕，孙思佳，等．家庭亲密度和适应性与青少年拒绝上学行为的关系：同伴关系和感知到的教师支持的链式中介作用［J］．中国心理学前沿，2023，5（11）：1133-1141．