情绪控制在青少年父母心理控制和人际和谐间的中介作用

The mediating role of emotional control between parental psychological control and interpersonal harmony in adolescents

目的:探讨情绪控制在父母心理控制与青少年人际和谐之间的中介作用。方法:采用父母心理控制量表(parental psychological control table,PC),青少年心理弹性问卷(adolescent psychological resilience questionnaire)的情绪控制维度问卷(emotional control,EMC),少年儿童社会适应问卷(social adjustment questionaire)的人际和谐维度(interpersonal harmony,IH),对来自河北省唐山市两所中学的七年级、八年级、十年级、十一年级的500名学生进行问卷调查,采用SPSS 26.0和Mplus 8.0进行统计分析,统计方法采用共同方法偏差检验、Pearson相关分析、独立样本t检验和中介效应分析。结果:(1)中学生男生PC爱的剥夺得分和EMC得分显著高于女生(t=2.68,2.44,均P<0.05)。(2)非留守儿童PC总分和诱发内疚得分显著高于留守儿童(t=-2.91,-3.51,均P<0.05)。(3)初中生父母心理控制、诱发内疚及爱的剥夺得分显著高于高中生(t=3.67,3.39,3.54,均P<0.05),初中生情绪控制得分显著低于高中生(t=-2.97,P<0.05)。(4)学生情绪控制得分[(19.00±4.59)分]与父母心理控制[2.77±0.65)分]、诱发内疚[(2.83±0.65)分]、爱的剥夺[(2.48±0.92)分]和施加权威[(3.02±0.86)分]之间都呈负相关(r=-0.323,-0.273,-0.286,-0.268,均P<0.01),人际和谐得分[(55.25±11.84)分]与父母心理控制、诱发内疚、爱的剥夺、施加权威得分均呈负相关(r=-0.267,-0.372,-0.237,-0.347,均P<0.01),学生情绪控制得分与人际和谐得分呈正相关(r=0.307,P<0.01)。(5)父母心理控制总分与学生人际和谐总分(β=-0.316,P<0.01,95%CI=-0.398~-0.235)、父母心理控制总分与学生情绪控制总分(β=-0.363,P<0.01,95%CI=-0.452~-0.274)、学生情绪控制总分与人际和谐总分(β=0.192,P<0.01,95%CI=0.108~0.277)之间的通径系数均差异有统计学意义,学生情绪控制在父母心理控制与学生人际和谐的关系中起到部分中介作用,中介效应占总效应的18.13%(-0.070/-0.386)。结论:父母心理控制不仅能够直接影响青少年的人际和谐,还能通过情绪控制的中介作用间接影响青少年的人际和谐。

Objective To explore the mediating effect of emotional control between parental psychological control and interpersonal harmony in adolescents.Methods A total of 500 students in grades 7,8,10 and 11 from two middle schools in Tangshan City of Hebei Province were investigated by parental psychological control table(PC),emotional control(EMC)dimension of adolescent psychological resilience questionnaire,and interpersonal harmony(IH)dimension of social adjustment questionaire.SPSS 26.0 and Mplus 8.0 software were used for statistical analysis,and the statistical methods were common method bias test,Pearson correlation analysis,independent sample t test,and intermediary effect analysis.Results(1)Male middle school students scored significantly higher than female students on the love deprivation dimension of PC and EMC(t=2.68,2.44,both P<0.05).(2)Non-left-behind children scored significantly higher than left-behind children on the PC total score and guilt induction score(t=-2.91,-3.51,both P<0.05).(3)Scores of parental psychological control,guilt induction,and love deprivation for middle school students were significantly higher than those of high school students(t=3.67,3.39,3.54,all P<0.05),and scores of emotion control for middle school students was significantly lower than those of high school students(t=-2.97,P<0.05).(4)Emotion control score(19.00±4.59)was significantly negatively correlated with parental psychological control(2.77±0.65),guilt induction(2.83±0.65),love deprivation(2.48±0.92),and impose authority(3.02±0.86)(r=-0.323,-0.273,-0.286,-0.268,all P<0.01),while interpersonal harmony score(55.25±11.84)was significantly negatively correlated with parental psychological control,guilt induction,love deprivation,and impose authority(r=-0.267,-0.372,-0.237,-0.347,all P<0.01),and emotion control score was significantly positively correlated with interpersonal harmony scores(r=0.307,P<0.01).(5)The path coefficients between parental psychological control and student interpersonal harmony(β=-0.316,P<0.01,95%CI=-0.398--0.235),between parental psychological control and student emotion control(β=-0.363,P<0.01;95%CI=-0.452--0.274),and between student emotion control and interpersonal harmony(β=0.192,P<0.01,95%CI=0.108-0.277)were all statistically significant,indicating that student emotion control partially mediated the relationship between parental psychological control and student interpersonal harmony,and the value accounted for 18.13%(-0.070/-0.386)of the total effect.Conclusion Parental psychological control not only directly affects adolescent interpersonal harmony but also indirectly influences adolescent interpersonal harmony through the mediating effect of emotion control.