Masten A S, Garmezy N, Tellegen A, Pellegrini D S, Larkin K, Larsen A
Institute of Child Development, University of Minnesota, Minneapolis 55455.
J Child Psychol Psychiatry. 1988 Nov;29(6):745-64. doi: 10.1111/j.1469-7610.1988.tb00751.x.
This study examined the associations of stress exposure to various aspects of school-based competence in a normative sample of 205 children aged 8-13. Potential moderators of these relations, including child attributes of sex and IQ and environmental attributes of socioeconomic status (SES) and family qualities, were also studied. Stress exposure was indexed by a life event questionnaire. Competence was assessed by teacher ratings, peer assessments and school record data. Family attributes were derived from a set of rating scales completed by interviewers after 6 hours of interviews with a parent. Results suggest that the relations of stress exposure to competence vary as a function of individual differences as well as the competence criterion. Disadvantaged children, with lower IQ and SES, and less positive family qualities, were generally less competent and more likely to be disruptive at high stress levels. Advantaged children were more competent, and with stress positively engaged in school, but were not likely to be disruptive. Boys were less socially competent than girls and, when stress was high, appeared to be less protected by positive family qualities. Causal hypotheses for future research in this area are discussed.
本研究在一个由205名8至13岁儿童组成的标准化样本中，考察了压力暴露与校本能力各方面之间的关联。还研究了这些关系的潜在调节因素，包括儿童的性别和智商等个体属性，以及社会经济地位（SES）和家庭特质等环境属性。压力暴露通过生活事件问卷进行量化。能力通过教师评分、同伴评估和学校记录数据进行评估。家庭属性来自于访员在与一位家长进行6小时访谈后完成的一组评定量表。结果表明，压力暴露与能力之间的关系会因个体差异以及能力标准的不同而有所变化。处于劣势的儿童，智商和社会经济地位较低，家庭特质也较不积极，通常能力较差，在高压力水平下更有可能具有破坏性行为。处于优势的儿童能力更强，在压力下积极参与学校活动，但不太可能具有破坏性行为。男孩的社交能力低于女孩，在压力较大时，积极的家庭特质对他们的保护作用似乎较小。本文讨论了该领域未来研究的因果假设。
