Left-behind experience refers to the experience of children staying behind in their hometown under the care of only one parent or their relatives while one or both of their parents leave to work in other places.Colleg...Left-behind experience refers to the experience of children staying behind in their hometown under the care of only one parent or their relatives while one or both of their parents leave to work in other places.College students with left-behind experience showed higher aggression levels.To further explore the relationship between left-behind experience and aggression,the current study categorized left-behind experience using latent class analysis and explored its relationship with aggression.One thousand twenty-eight Chinese college students with left-behind experience were recruited,and their aggression levels were assessed.The results showed that there were four categories of left-behind experience:“starting from preschool,frequent contact”(35.5%),“less than 10 years in duration,limited contact”(27.0%),“starting from preschool,over 10 years in duration,limited contact”(10.9%),and“starting from school age,frequent contact”(26.6%).Overall,college students who reported frequent contact with their parents during the left-behind period showed lower levels of aggression than others did.Females were less aggressive than males in the“starting from preschool,frequent contact”left-behind situation,while males were less aggressive than females in the“starting from school age,frequent contact”situation.Thesefindings indicate that frequent contact with leaving parents contributes to decreasing aggression of college students with left-behind experience.Meanwhile,gender is an important factor in this relationship.展开更多
目的:探究大学生童年期创伤经历、述情障碍和人际困扰之间的关系。方法:采用方便取样,选用童年期创伤经历量表(Childhood Trauma Questionnaire-28 Short Form)、多伦多述情障碍量表(The Toronto Alexithymia Scale-20)和人际关系综合...目的:探究大学生童年期创伤经历、述情障碍和人际困扰之间的关系。方法:采用方便取样,选用童年期创伤经历量表(Childhood Trauma Questionnaire-28 Short Form)、多伦多述情障碍量表(The Toronto Alexithymia Scale-20)和人际关系综合诊断量表对466名大学生进行线上问卷调查。采用SPSS 26.0软件和AMOS 24.0软件对数据进行统计分析和中介效应检验。结果:大学生童年期创伤经历、述情障碍及人际困扰在性别上的差异无统计学意义。非独生子女的大学生在童年期创伤经历(p<0.001)和述情障碍上的得分(p=0.023)高于独生子女,差异有统计学意义。家庭不和睦的个体在童年期创伤经历(p<0.001)、述情障碍(p=0.021)和人际困扰上(p=0.001)的得分高于家庭和睦的个体,差异有统计学意义。童年期创伤经历与述情障碍呈正相关(r=0.254,p<0.001),童年期创伤经历与人际困扰呈正相关(r=0.268,p<0.001),述情障碍与人际困扰呈正相关(r=0.461,p<0.001)。述情障碍在童年期创伤经历和大学生人际困扰之间发挥部分中介作用,间接效应值为0.212,占总效应值的43.62%。结论:早期的创伤经历可能会导致个体出现述情障碍,从而增加其未来出现人际困扰的可能性。展开更多
基金supported by the National Natural Science Foundation of China(Grant No.31800929)Fundamental Research Funds for the Central Universities(Grant No.2020NTSS42).
文摘Left-behind experience refers to the experience of children staying behind in their hometown under the care of only one parent or their relatives while one or both of their parents leave to work in other places.College students with left-behind experience showed higher aggression levels.To further explore the relationship between left-behind experience and aggression,the current study categorized left-behind experience using latent class analysis and explored its relationship with aggression.One thousand twenty-eight Chinese college students with left-behind experience were recruited,and their aggression levels were assessed.The results showed that there were four categories of left-behind experience:“starting from preschool,frequent contact”(35.5%),“less than 10 years in duration,limited contact”(27.0%),“starting from preschool,over 10 years in duration,limited contact”(10.9%),and“starting from school age,frequent contact”(26.6%).Overall,college students who reported frequent contact with their parents during the left-behind period showed lower levels of aggression than others did.Females were less aggressive than males in the“starting from preschool,frequent contact”left-behind situation,while males were less aggressive than females in the“starting from school age,frequent contact”situation.Thesefindings indicate that frequent contact with leaving parents contributes to decreasing aggression of college students with left-behind experience.Meanwhile,gender is an important factor in this relationship.
文摘目的:探究大学生童年期创伤经历、述情障碍和人际困扰之间的关系。方法:采用方便取样,选用童年期创伤经历量表(Childhood Trauma Questionnaire-28 Short Form)、多伦多述情障碍量表(The Toronto Alexithymia Scale-20)和人际关系综合诊断量表对466名大学生进行线上问卷调查。采用SPSS 26.0软件和AMOS 24.0软件对数据进行统计分析和中介效应检验。结果:大学生童年期创伤经历、述情障碍及人际困扰在性别上的差异无统计学意义。非独生子女的大学生在童年期创伤经历(p<0.001)和述情障碍上的得分(p=0.023)高于独生子女,差异有统计学意义。家庭不和睦的个体在童年期创伤经历(p<0.001)、述情障碍(p=0.021)和人际困扰上(p=0.001)的得分高于家庭和睦的个体,差异有统计学意义。童年期创伤经历与述情障碍呈正相关(r=0.254,p<0.001),童年期创伤经历与人际困扰呈正相关(r=0.268,p<0.001),述情障碍与人际困扰呈正相关(r=0.461,p<0.001)。述情障碍在童年期创伤经历和大学生人际困扰之间发挥部分中介作用,间接效应值为0.212,占总效应值的43.62%。结论:早期的创伤经历可能会导致个体出现述情障碍,从而增加其未来出现人际困扰的可能性。
