Luthar S S
Department of Psychiatry, Yale University, New Haven, CT 06519.
Child Dev. 1991 Jun;62(3):600-16. doi: 10.1111/j.1467-8624.1991.tb01555.x.
Factors that allow children to maintain socially competent behaviors despite stress were examined among 144 inner-city ninth-grade students with a mean age of 15.3 years. Stress was operationalized by scores on a negative life events scale, and definitions of social competence were based on peer ratings, teacher ratings, and school grades. Moderator variables examined included intelligence, internal locus of control, social skills, ego development, and positive life events. Following theoretical models by Garmezy and Rutter, distinctions were made between compensatory factors (which are directly related to competence) and protective/vulnerability factors (which interact with stress in influencing competence). Ego development was found to be compensatory against stress. Internality and social skills proved to be protective factors, while intelligence and positive events were involved in vulnerability processes. This study also revealed that children labeled as resilient were significantly more depressed and anxious than were competent children from low stress backgrounds.
在144名平均年龄为15.3岁的市中心九年级学生中，研究了那些使儿童尽管面临压力仍能保持社交能力行为的因素。压力通过负面生活事件量表的得分来衡量，社交能力的定义基于同伴评价、教师评价和学业成绩。所考察的调节变量包括智力、内控点、社交技能、自我发展和积极生活事件。遵循加梅齐和鲁特的理论模型，区分了补偿因素（与能力直接相关）和保护/脆弱因素（在影响能力方面与压力相互作用）。研究发现自我发展对压力具有补偿作用。内控和社交技能被证明是保护因素，而智力和积极事件则参与了脆弱性过程。这项研究还表明，被标记为有复原力的儿童比来自低压力背景的有能力儿童明显更抑郁和焦虑。
