Peng Yinhui, Zhao Li, Li Xiang, Long Yu, Xu Xinmao, Zhang Huanfang, Jiang Lihua
/ （ 610041） Department of Health Policy and Management, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu 610041, China.
/ / （ 610041） Center for Family Medicine/Faculty of Family Medicine, West China Hospital and West China School of Medicine, Sichuan University, Chengdu 610041, China.
Sichuan Da Xue Xue Bao Yi Xue Ban. 2024 Jan 20;55(1):146-152. doi: 10.12182/20240160507.
To examine the mediating role of empathy and emotional competence in the association between family functioning and internalizing and externalizing problem behaviors among adolescents in China.
In this study, we used the data from the June-July 2022 survey of Chengdu Positive Child Development (CPCD) cohort. All respondents were 5th-9th graders from six primary or secondary schools in Chengdu. The Achenbach Child Behavior Checklist (CBCL), the Chinese Family Assessment Instrument (C-FAI), the empathy subscale of the Chinese version of the Interpersonal Reactivity Index (C-IRI), and the emotional competence (EC) subscale of the Chinese Positive Youth Development Scale (CPYD) were used to evaluate the respondents' internalizing and externalizing problem behaviors, family functioning, empathy, and emotional competence, respectively. The average score derived from the total score of a scale divided by the number of entries in each dimension was used as the final score of the scale. Independent samples -tests or one-way analysis of variance (ANOVA) were performed to examine the differences in family functioning, empathy, emotional competence, and internalizing and externalizing problem behaviors across student groups with different demographic characteristics (sex, grade, and region). Pearson correlation analysis was conducted to examine the relationship between family functioning, empathy, emotional competence, and internalizing and externalizing problem behaviors. AMOS 24.0 was used to validate the hypothesized model and structural equation modeling was used to analyze the mediating effects of empathy and emotional competence between family functioning and internalizing and externalizing problem behaviors among adolescents.
A total of 3026 eligible participants were included, including 1548 (51.16%) male students and 1478 (48.84%) female students. Among the respondents, 798 (26.37%) were 5th graders, 738 (24.39%) were 6th graders, 567 (18.74%) were 7th graders, 614 (20.29%) were 8th graders, and 309 (10.21%) were 9th graders. In addition, 2064 (68.21%) of all respondents were from urban areas and 962 (31.79%) were from rural areas. The results of the difference analysis showed that the differences in adolescents' internalizing and externalizing problem behaviors were statistically significant between students of different grades (=0.004), and that the differences in family functioning and empathy scores were also statistically significant between students of different grades (all <0.001), whereas the differences in adolescents' internalizing and externalizing problem behaviors were not statistically significant between sexes and regions (=0.919, 0.959). The results of correlation analysis showed that family functioning scores (the higher the score, the worse the family functioning) were significantly negatively correlated with empathy and emotional competence (=-0.482, -0.432, <0.01), and significantly positively correlated with internalizing and externalizing problem behaviors (=0.220, <0.01). Empathy was significantly positively correlated with emotional competence (=0.402, <0.01). Empathy and emotional competence were significantly negatively correlated with all the dimensions of internalizing and externalizing problem behaviors (=-0.115, -0.305, <0.01). Emotional competence partially mediated the relationship between family functioning and adolescents' internalizing and externalizing problem behaviors, with a mediation effect value being 0.042 (95% [confidence interval] : 0.031-0.057). Empathy and emotional competence had chain mediation effect between family functioning and adolescents' internalizing and externalizing problem behaviors, with the value of the mediation effect being 0.010 (95% : 0.007-0.014).
Family functioning influences adolescents' internalizing and externalizing problem behaviors in a direct way and through the chain-mediating roles of empathy and emotional competence.
探讨共情和情绪能力在中国青少年家庭功能与内化及外化问题行为之间的关联中所起的中介作用。
在本研究中，我们使用了2022年6月至7月成都积极儿童发展（CPCD）队列调查的数据。所有受访者均为成都六所中小学的五至九年级学生。使用阿肯巴克儿童行为量表（CBCL）、中国家庭评估工具（C-FAI）、中文版人际反应指数（C-IRI）的共情子量表以及中国积极青少年发展量表（CPYD）的情绪能力（EC）子量表，分别评估受访者的内化和外化问题行为、家庭功能、共情和情绪能力。将量表总分除以各维度条目数所得的平均分作为量表的最终得分。进行独立样本t检验或单因素方差分析（ANOVA），以检验不同人口统计学特征（性别、年级和地区）的学生群体在家庭功能、共情、情绪能力以及内化和外化问题行为方面的差异。进行Pearson相关分析，以检验家庭功能、共情、情绪能力与内化和外化问题行为之间的关系。使用AMOS 24.0对假设模型进行验证，并采用结构方程模型分析共情和情绪能力在青少年家庭功能与内化和外化问题行为之间的中介作用。
共纳入3026名符合条件的参与者，其中男生1548名（51.16%），女生1478名（48.84%）。在受访者中，五年级学生798名（26.37%），六年级学生738名（24.39%），七年级学生567名（18.74%），八年级学生614名（20.29%），九年级学生309名（10.21%）。此外，所有受访者中2064名（68.21%）来自城市地区，962名（31.79%）来自农村地区。差异分析结果显示，不同年级学生在青少年内化和外化问题行为方面的差异具有统计学意义（P = 0.004），不同年级学生在家庭功能和共情得分方面的差异也具有统计学意义（均P < 0.001），而青少年内化和外化问题行为在性别和地区之间的差异无统计学意义（P = 0.919，0.959）。相关分析结果显示，家庭功能得分（得分越高，家庭功能越差）与共情和情绪能力显著负相关（r = -0.482，-0.432，P < 0.01），与内化和外化问题行为显著正相关（r = 0.220，P < 0.01）。共情与情绪能力显著正相关（r = 0.402，P < 0.01）。共情和情绪能力与内化和外化问题行为的所有维度均显著负相关（r = -0.115，-0.305，P < 0.01）。情绪能力部分中介了家庭功能与青少年内化和外化问题行为之间的关系，中介效应值为0.042（95%置信区间：0.031 - 0.057）。共情和情绪能力在家庭功能与青少年内化和外化问题行为之间具有链式中介效应，中介效应值为0.010（95%置信区间：0.007 - 0.014）。
家庭功能直接影响青少年的内化和外化问题行为，并通过共情和情绪能力的链式中介作用产生影响。
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