Center for Studies of Psychological Application, 12451South China Normal University, Guangzhou, People's Republic of China.
School of Psychology, 12451South China Normal University, Guangzhou, People's Republic of China.
J Interpers Violence. 2023 Feb;38(3-4):2716-2741. doi: 10.1177/08862605221104524. Epub 2022 May 24.
Relationships in the family (e.g., child maltreatment in families) and school environments (e.g., psychological maltreatment by teachers) are influential in children's socialization, but how family and teacher-student domains mutually affect each other and which mediating mechanisms are involved in cross-domain spillover at the within-person level are not well understood. This study examined the bidirectional relations between child maltreatment in families and psychological maltreatment by teachers and whether internalizing and externalizing problems functioned as mediators between them after separating between-person effects from within-person effects. A total of 4270 Chinese children (54.9% boys; = 9.92; = 0.51) participated in a five-wave longitudinal study with 6-month intervals. Results from random intercept cross-lagged panel modeling mainly found that: (1) Child maltreatment in families predicted psychological maltreatment by teachers, and vice versa; (2) child maltreatment in families influenced psychological maltreatment by teachers through externalizing problems; child maltreatment in families affected the likelihood of psychological maltreatment by teachers via the sequential effect from internalizing problems to externalizing problems at the within-person level; and (3) internalizing and externalizing problems mediated the longitudinal relations from psychological maltreatment by teachers to child maltreatment in families separately. Findings demonstrated bidirectional spillover effects in the domains of family and teacher-student relationships, suggesting that children may be trapped in a vicious cycle of negative relationships through internalizing and externalizing problems, either directly or indirectly. Thus, these two domains influence each other through children's internalizing and externalizing problems. Interventions aimed at addressing maltreatment should include family, school, and individual (i.e., internalizing and externalizing problems) components to prevent a downward spiral.
家庭关系（例如，家庭中的儿童虐待）和学校环境（例如，教师的心理虐待）对儿童的社会化有影响，但家庭和师生领域如何相互影响，以及在个体内水平上哪些中介机制涉及跨领域溢出，这些问题还不太清楚。本研究考察了家庭中儿童虐待与教师心理虐待之间的双向关系，以及在从个体间效应中分离出个体内效应后，内化和外化问题是否在它们之间起到中介作用。共有 4270 名中国儿童（54.9%为男生；平均年龄 = 9.92 岁；标准差 = 0.51）参与了一项为期 5 波、间隔 6 个月的纵向研究。随机截距交叉滞后面板模型的结果主要发现：（1）家庭中的儿童虐待预测了教师的心理虐待，反之亦然；（2）家庭中的儿童虐待通过外化问题影响教师的心理虐待；家庭中的儿童虐待通过内化问题到外化问题的顺序效应影响教师的心理虐待，这在个体内水平上；（3）内化和外化问题分别中介了教师心理虐待到家庭中儿童虐待的纵向关系。研究结果表明，家庭和师生关系领域存在双向溢出效应，这表明儿童可能通过内化和外化问题直接或间接地陷入消极关系的恶性循环。因此，这两个领域通过儿童的内化和外化问题相互影响。旨在解决虐待问题的干预措施应包括家庭、学校和个体（即内化和外化问题）部分，以防止恶性循环。
