Zhang Ting, Wang Zhi
Faculty of Psychology, Research Center of Mental Health Education, Southwest University, Chongqing, China.
Front Psychol. 2020 Mar 10;11:212. doi: 10.3389/fpsyg.2020.00212. eCollection 2020.
Problem behaviors have always been a hot topic in the field of adolescent research. It is particularly important to study how problem behaviors are developed. Empirical evidence examining problem behaviors has shared the premise that perceived school climate and family functioning play a role in the development of problem behaviors in adolescents. However, it is less clear whether the interaction of perceived school climate and family functioning can predict problem behaviors in adolescents and which mechanisms within the process it might affect. The present study developed a moderated mediation model to investigate the relationship between perceived school climate, family functioning, psychological suzhi, and problem behaviors in early adolescents. Participants were 1,072 Chinese junior high school students who completed the Perceived School Climate Questionnaire, the Strengths and Difficulties Questionnaire, the Psychological Suzhi Questionnaire for Middle School Students, and the Family APGAR scales. Data were analyzed using IBM SPSS Statistics version 22.0, including descriptive statistics and correlation analysis. The mediating effect and moderating effect were tested by SPSS PROCESS. Results showed that there was a significant negative correlation between perceived school climate and problem behaviors and a partial mediating role of psychological suzhi between perceived school climate and problem behaviors. Moreover, the influence of perceived school climate on psychological suzhi was moderated by family functioning. Indirect effects were significant in participants with high versus low family functioning. There was an interaction between family and school, and psychological suzhi played an important role between environment and adolescent behaviors. This study validates the combined effect of family systems, school systems, and personal systems on problem behaviors and has certain guiding significance for the prevention and intervention of problem behaviors among adolescents.
问题行为一直是青少年研究领域的热门话题。研究问题行为如何发展尤为重要。检验问题行为的实证证据都认同这样一个前提，即感知到的学校氛围和家庭功能在青少年问题行为的发展中起作用。然而，尚不清楚感知到的学校氛围和家庭功能的相互作用是否能预测青少年的问题行为，以及在这个过程中它可能影响哪些机制。本研究构建了一个有调节的中介模型，以探究青少年早期感知到的学校氛围、家庭功能、心理素质与问题行为之间的关系。参与者为1072名中国初中生，他们完成了学校氛围感知问卷、长处与困难问卷、中学生心理素质问卷和家庭APGAR量表。使用IBM SPSS Statistics 22.0版本进行数据分析，包括描述性统计和相关性分析。中介效应和调节效应通过SPSS PROCESS进行检验。结果表明，感知到的学校氛围与问题行为之间存在显著负相关，心理素质在感知到的学校氛围与问题行为之间起部分中介作用。此外，家庭功能调节了感知到的学校氛围对心理素质的影响。家庭功能高的参与者与家庭功能低的参与者之间的间接效应显著。家庭和学校之间存在相互作用，心理素质在环境与青少年行为之间起着重要作用。本研究验证了家庭系统、学校系统和个人系统对问题行为的综合影响，对青少年问题行为的预防和干预具有一定的指导意义。
