Borchet Judyta, Lewandowska-Walter Aleksandra, Połomski Piotr, Peplińska Aleksandra, Hooper Lisa M
Faculty of Social Sciences, Institute of Psychology, University of Gdan´sk, Gdan´sk, Poland.
Schindler Education Center, Center for Educational Transformation, University of Northern Iowa, Cedar Falls, IA, United States.
Front Psychol. 2021 Mar 29;12:635171. doi: 10.3389/fpsyg.2021.635171. eCollection 2021.
Children who experience parentification may have trouble performing developmental tasks due to being overwhelmed by their family caregiving roles and responsibilities. Past studies have found that parentification is negatively associated with academic achievement. However, most of these studies are limited in that they are retrospective and examine the association but not the mechanisms shaping them. The aim of the study was to explore to what extent diverse types of parentification relate to academic achievement and to what extent these relations are mediated by self-reported quality of life among adolescents. The study sample was composed of Polish early adolescents ( = 191; age: = 14.61; = 1.26). Types of parentification were measured with the Parentification Questionnaire for Youth, and quality of life was assessed with KidScreen27. School achievement was measured based on mean semester grade. We explored the associations among study variables and performed six mediation models in the planned analyses. Overall, bivariate relations were significant in a theoretically expected way, although the effect sizes for these associations were rather small. In the mediation analyses, the results showed that four of the six models were not significant. Different from previous studies, instrumental parentification was positively related to school achievement. Additionally, this positive association was mediated by adolescents' general quality of life. Taken together, the findings were similar and different from the empirical literature base on types of parentification and select outcomes.
经历了角色互换的孩子可能难以完成发育任务，因为他们被家庭照料的角色和责任压得喘不过气来。过去的研究发现，角色互换与学业成绩呈负相关。然而，这些研究大多存在局限性，因为它们是回顾性的，只考察了两者之间的关联，而没有探究形成这种关联的机制。本研究的目的是探讨不同类型的角色互换在多大程度上与学业成绩相关，以及这些关系在多大程度上由青少年自我报告的生活质量所介导。研究样本由波兰青少年早期学生组成（ = 191；年龄： = 14.61； = 1.26）。角色互换的类型通过《青少年角色互换问卷》进行测量，生活质量通过《儿童生活质量量表27项》进行评估。学业成绩基于学期平均成绩进行衡量。我们在计划分析中探究了研究变量之间的关联，并进行了六个中介模型分析。总体而言，双变量关系在理论预期的方向上具有显著性，尽管这些关联的效应量相当小。在中介分析中，结果显示六个模型中有四个不具有显著性。与以往研究不同的是，工具性角色互换与学业成绩呈正相关。此外，这种正相关由青少年的总体生活质量所介导。综上所述，这些发现与基于角色互换类型和选定结果的实证文献既有相似之处，也有不同之处。
