摘要
目的:考察亲子依恋、分离-个体化对初中寄宿生学校适应的影响。方法:采用《父母依恋量表》、《分离-个体化量表》和《学校适应量表》对408名初一、初二寄宿生进行测查。结果:1亲子依恋能显著预测寄宿生的学校适应;2分离-个体化的"拒绝依赖"和"健康分离"维度能预测寄宿生的学校适应,并在亲子依恋和学校适应之间起到部分中介作用。结论:亲子依恋对寄宿生的学校适应有直接影响,也通过"分离-个体化"产生间接影响。
Objective： To explore the relationship between parental attachment, separation-individuation and school ad- justment in boarding school students. Methods： 408 boarding school students were investigated by the Inventory of Parent Attachment, Separation-Individuation Test of Adolescence, and School Adjustment Scales. Results： ①Parental attachment had a positive prediction on school adjustment; ②Separation-individuation, dependency denial and healthy separation, me- diated the relationship between parental attachment and school adjustment. Conclusion： Parental attachment affects school adjustment directly, and indirectly through the mediating role of separation-individuation in boarding school stu- dents.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2015年第4期718-721,共4页
Chinese Journal of Clinical Psychology
关键词
亲子依恋
学校适应
分离-个体化
寄宿生
Parental attachment
School adjustment
Separation-individuation
Boarding school student
