中小学生日常情绪体验与亲子依恋、同伴依恋的关系

Daily emotion experience and relationship with parent-child attachment and peer attachment in elementary,junior and senior high school students

目的:探讨中小学生日常情绪体验及与亲子、同伴依恋的关系。方法:选取学生694例(小学177例,初中283例,高中234例),采用儿童青少年积极和消极情绪体验量表(PANAS-C)和人际依恋量表(IPPA)对其日常积极(PA)和消极(NA)情绪体验及母子、父子和同伴依恋进行评估,运用结构方程模型分析变量之间的关系。结果:初中男生PA和NA得分均高于女生[(2. 2±0. 7) vs.(1. 9±0. 6),(1. 5±0. 5) vs.(1. 3±0. 3),均P <0. 05],高中男生NA得分低于女生[(1. 3±0. 3) vs.(1. 5±0. 4),P <0. 05]。母子依恋直接或通过同伴依恋正向预测小学生PA,中介效应占比16. 1%,同时直接负向预测小学生NA (β=-0. 21,P <0. 05),直接正向预测初中生PA和NA (β=0. 28,0. 16,均P <0. 05);父子依恋对三个年级段学生PA正向预测均通过同伴依恋实现,中介效应分别占比38. 5%,76. 9%和53. 3%,同时直接负向预测初中生NA (β=-0. 24,P <0. 05),通过同伴依恋负向预测高中生NA,中介效应占比16. 7%;同伴依恋对小学生和初中生NA无预测作用。结论:相比而言,母子依恋对小学生情绪体验更为重要,父子依恋对初中生更为重要。

Objective： To investigate the condition of daily emotion experience of elememary, junior and sen ior bigh school students and the relationsbip with parent parent attachment and peer attachment. Methods： Totally 694 students were measured with the Positive and Negative Affect Schedule for Cbildi-en（PANAS C, including Pos itive Affect PA and Negative Affect NA） and Inventory of Parent and Peer Attaclunent（IPPA） to assess daily emo lion experience and mother child attachment, father child attachment, peer attachment. Results： The scores of PA and NA of boys in junior schoolswere bigher than girls[ （2. 2 ＋ 0. 7） vs. （1.9 ＋ 0. 6）, （1.5 ＋ 0. 5） vs. （1.3 ＋ 0.3）, P 〈 0. 05], and the score of NA of boys in senior bigh schools was lower than girls[ （ 1.3 ＋ 0. 3） vs. （ 1.5 ＋ 0.4）, P 〈 0. 05]. Mother cbild attachment could positively predict elementary school students＇ PA directly and indirectly tlu-ough peer attachment, accounting for 16.1%, and also negatively predict NA directly（β= 0. 21, P 〈 0. 05）. Meanwbile it could positively predict junior school students＇ both PA and NA（β= 0.28, 0. 16, P 〈 0. 05）. Father cbild anaclunent could only positively predict PA indirectly through peer attachment for elementary, junior and senior high school students, accomlting for 38.5%, 76.9% snd 53.3%, and it could negstively predict jmlior school students＂ NA directly（β= 0.24, P 〈 0. 05 ）. For senior high school students, it could only negatively predict NA indirectly tki-ough peer attaclunent, accounting for 16.7%. Peer attachment had no effect on elementary and junior school students＂ NA. Conclusion： Comparatively speaking, mother child attachment is important for elementary students, father child attachment for junior school students, and peel attachment for senior high school students.