Department of Social Medicine and Health Education, School of Public Health, Peking University, Beijing, China.
School of Arts and Communication, Beijing Normal University, Beijing, China.
J Youth Adolesc. 2024 Sep;53(9):2002-2015. doi: 10.1007/s10964-024-01997-6. Epub 2024 May 10.
Although family and school experiences play an important role in adolescents' adjustment during the transition to high school, most prior studies investigated the effects of these experiences in isolation; their joint implications for both adolescents' concurrent and long-term adjustment outcomes are less clear, and the potential role of individual characteristics within such associations remains understudied. Based on 525 10th graders (M = 15.48, SD = 0.71, 43.6% boys) who participated in a longitudinal study, the present research aimed to identify distinct family and school experience profiles among first-year high school students and examine their associations with adolescents' internalizing problems and externalizing problems, both concurrently and 18 months later. Latent profile analysis revealed four distinctive profiles: thriving, low resources-moderate family risk, developmental stress-high parental conflicts, and developmental stress-high peer victimization profiles. The other three profiles (vs. the thriving profile) reported significantly higher levels of concurrent internalizing problems; while these differences diminished after 18 months. However, the enduring impacts of these profiles on internalizing problems persisted among adolescents with higher levels of environmental sensitivity. Additionally, adolescents characterized by two developmental stress profiles (vs. the thriving profile) exhibited significantly higher levels of externalizing problems both currently and longitudinally. Findings underscore the importance of identifying at-risk populations among adolescents during the transition to high school by including both family and school experiences when examining environmental influence on their adjustment, as well as the necessity to take individual environmental sensitivity into account when examining these associations.
虽然家庭和学校经历在青少年从初中过渡到高中期间的调整中起着重要作用，但大多数先前的研究都是孤立地研究这些经历的影响；它们对青少年当前和长期调整结果的共同影响不太清楚，而且在这些关联中个体特征的潜在作用仍研究不足。基于 525 名 10 年级学生（M=15.48，SD=0.71，43.6%为男生）参与的一项纵向研究，本研究旨在确定一年级高中生中不同的家庭和学校经历模式，并探讨它们与青少年的内化问题和外化问题之间的关联，包括当前和 18 个月后的关联。潜在剖面分析揭示了四个不同的模式：繁荣、资源低-家庭风险中等、发展压力-父母冲突高、发展压力-同伴受欺凌高。其他三个模式（与繁荣模式相比）报告了更高水平的当前内化问题；然而，这些差异在 18 个月后减少了。然而，这些模式对内化问题的持久影响在环境敏感性较高的青少年中仍然存在。此外，具有两种发展压力模式的青少年（与繁荣模式相比）在当前和纵向都表现出更高水平的外化问题。研究结果强调了在青少年从初中过渡到高中期间，通过在考察环境对他们调整的影响时同时考虑家庭和学校经历，以及在考察这些关联时考虑个体环境敏感性的重要性，以确定处于风险中的人群。
