Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, Guangzhou, 510631, PR China; School of Psychology, South China Normal University, Guangzhou, 510631, PR China.
School of Psychology, South China Normal University, Guangzhou, 510631, PR China.
Soc Sci Med. 2024 Dec;362:117475. doi: 10.1016/j.socscimed.2024.117475. Epub 2024 Nov 2.
This study examined three models (relationship-driven model, symptom-driven model and transactional model) testing the across-time bidirectional relations between psychological maltreatment by teachers and early adolescents' psychosocial adjustment (i.e., internalizing problems, externalizing problems, and academic achievement) during early adolescence. A total of 4169 Chinese early adolescents (M = 9.93 years, SD = 0.73, 54% males) completed assessments across five waves, every six months. Employing autoregressive latent trajectory models with structured residuals (ALT-SR), the results revealed that adolescents' internalizing problems and academic achievement were predicted by psychological maltreatment by teachers (supporting the relationship-driven model), whereas externalizing problems and psychological maltreatment by teachers were bidirectionally related (supporting the transactional model). Moreover, sex moderated the relations between psychological maltreatment by teachers and psychosocial adjustment. The finding of differential relations between psychological maltreatment by teachers and three components of psychosocial adjustment (i.e., internalizing problems, externalizing problems, and academic achievement) indicated that prevention and interventions should be tailored to different psychosocial adjustment difficulties.
本研究考察了三个模型（关系驱动模型、症状驱动模型和交易模型），检验了教师心理虐待与青少年早期心理社会适应（即内化问题、外化问题和学业成绩）在青少年早期的跨时间双向关系。共有 4169 名中国青少年（M=9.93 岁，SD=0.73，54%为男性）在五个时间点进行了五次评估，每六个月一次。采用具有结构残差的自回归潜变量轨迹模型（ALT-SR），结果表明，青少年的内化问题和学业成绩受教师心理虐待的预测（支持关系驱动模型），而外化问题和教师心理虐待呈双向相关（支持交易模型）。此外，性别调节了教师心理虐待与心理社会适应之间的关系。教师心理虐待与心理社会适应的三个组成部分（即内化问题、外化问题和学业成绩）之间的关系存在差异，这表明预防和干预措施应针对不同的心理社会适应困难进行调整。
