Department of Psychiatry, University of Wisconsin School of Medicine and Public Health, 6001 Research Park Boulevard, Madison, WI 53719, USA.
Dev Psychopathol. 2011 Feb;23(1):149-61. doi: 10.1017/S0954579410000702.
The moderating effects of biological sensitivity to context (physiological and behavioral stress reactivity) on the association between the early teacher-child relationship and the development of adolescent mental health problems were examined in a community sample of 96 children. Grade 1 measures of biological sensitivity to context included physiological (i.e., slope of mean arterial pressure across a 20- to 30-min stress protocol) and behavioral (i.e., temperamental inhibition/disinhibition) markers. Grade 1 measures of the teacher-child relationship included positive (i.e., closeness) and negative (i.e., conflict) qualities. Mental health symptoms were assessed at Grades 1 and 7. Results of a multiple regression analysis indicated substantial association of the teacher-child relationship with the development of adolescent mental health symptoms, especially for more reactive children. In addition to teacher-child relationship main effects, all four Reactivity x Teacher-Child Relationship interaction terms were statistically significant when controlling for Grade 1 symptom severity, suggesting that both physiological and behavioral reactivity moderate the association of both adverse and supportive aspects of the teacher-child relationship with Grade 7 symptom severity over and above Grade 1 severity. There were important differences, depending on which stress reactivity measure was considered. The importance of these findings for recent theoretical arguments regarding biological sensitivity to context and differential susceptibility is discussed.
本研究以社区内 96 名儿童为样本，检验了生物情境敏感性（生理和行为压力反应性）对早期师生关系与青少年心理健康问题发展之间关系的调节作用。生物情境敏感性的一年级衡量指标包括生理指标（即 20-30 分钟压力测试过程中的平均动脉压斜率）和行为指标（即气质性抑制/去抑制）。一年级师生关系的衡量指标包括积极（即亲密）和消极（即冲突）特质。心理健康症状在一年级和七年级进行评估。多元回归分析的结果表明，师生关系与青少年心理健康症状的发展密切相关，尤其是对于反应性更强的儿童。除了师生关系的主要作用外，当控制一年级症状严重程度时，所有四个反应性与师生关系的交互项均具有统计学意义，这表明生理和行为反应性都调节了师生关系的不利和有利方面与七年级症状严重程度之间的关系，超出了一年级的严重程度。考虑到所采用的压力反应性衡量指标不同，结果存在重要差异。本文讨论了这些发现对于近期关于生物情境敏感性和易感性差异的理论观点的重要性。
