Meeus Wim, Oosterwegel Annerieke, Vollebergh Wilma
Department of Child and Adolescent Studies, Utrecht, The Netherlands.
J Adolesc. 2002 Feb;25(1):93-106. doi: 10.1006/jado.2001.0451.
The main aim of this study was to test the situational hypothesis of parent-peer conflict and the parent-peer linkages hypothesis with regard to parental and peer attachment and identity. The situational hypothesis predicts that parental attachment will be associated with school identity and peer attachment with relational identity. The parent-peer linkages hypothesis suggests that parental attachment influences peer attachment and through peer attachment school and relational identity. Data from a survey of 148 middle adolescents from various ethnic groups were used. The findings offer strong support for the situational hypothesis, and only limited evidence in favor of the parent-peer linkages hypothesis. In addition, systematic links were found between parent and peer trust and commitment, and parent and peer communication and exploration. Adolescents from ethnic minority groups reported higher levels of school commitment and exploration compared with indigenous Dutch adolescents.
本研究的主要目的是检验亲子-同伴冲突的情境假设以及关于亲子依恋和同伴依恋与身份认同的亲子-同伴联系假设。情境假设预测，亲子依恋将与学校身份认同相关，同伴依恋与关系身份认同相关。亲子-同伴联系假设表明，亲子依恋影响同伴依恋，并通过同伴依恋影响学校和关系身份认同。研究使用了对148名来自不同种族的青少年中期学生的调查数据。研究结果为情境假设提供了有力支持，而对亲子-同伴联系假设的支持证据有限。此外，还发现了亲子信任与承诺以及亲子沟通与探索之间的系统性联系。与荷兰本土青少年相比，少数民族青少年报告的学校承诺和探索水平更高。
