He Jiajie, Xiao He, Mao Jian, Zhong Peizhi, Wei Junfeng, Gu Wenhao, Nie Yangang
Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou Higher Education Mega Center, 230 Waihuan Rd West, Panyu District, Guangzhou, Guangdong , China.
Center for Studies of Psychological Application, South China Normal University, Guangzhou, China.
Child Adolesc Psychiatry Ment Health. 2025 Apr 2;19(1):37. doi: 10.1186/s13034-025-00896-3.
A positive school climate benefits adolescents in multiple developmental dimensions. However, theoretical frameworks suggest that detrimental parenting practices can trigger adolescents' negative emotional states, which may skew their perceptions of school climate. Although self-consciousness, a critical intrapersonal trait, may mitigate these adverse effects, limited research has empirically explored its moderating role in the context where negative parenting influences adolescents' mental health and school-related outcomes. Thereby, this study investigates how parental negative control influences adolescents' perceived school climate via depression, with self-consciousness moderating the link between parental negative control and depression.
A short-term longitudinal design was employed, with the data collected from a sample of Chinese adolescents (N = 733, N=711). Self-reports were used to measure parental negative control, depressive symptoms, self-consciousness, and perceived school climate. Structural equation modeling was conducted to assess the mediating effect of depression and the moderating effect of self-consciousness.
The findings show that depression mediates the relationship between parental negative control and perceived school climate. Adolescents experiencing higher levels of negative control reported more depressive symptoms, which were associated with lower perceptions of school climate. Self-consciousness moderates the link between parental negative control and depression, with adolescents exhibiting higher self-consciousness showing less vulnerability to the adverse effects of negative control.
This study reveals the detrimental impact of parental negative control and depression on adolescents' perceived school climate while highlighting the protective role of self-consciousness. Interventions can target families engaged in maladaptive parenting practices and adolescents with psychopathological symptoms, focusing on enhancing family dynamics and adolescents' self-processes.
积极的学校氛围在多个发展维度上对青少年有益。然而，理论框架表明，有害的养育方式会引发青少年的负面情绪状态，这可能会扭曲他们对学校氛围的认知。尽管自我意识是一种关键的个人特质，可能会减轻这些不利影响，但有限的研究实证探讨了其在负面养育影响青少年心理健康和与学校相关结果的背景下的调节作用。因此，本研究调查了父母的负面控制如何通过抑郁影响青少年对学校氛围的感知，同时自我意识调节父母负面控制与抑郁之间的联系。
采用短期纵向设计，数据收集自中国青少年样本（N = 733，N = 711）。使用自我报告来测量父母的负面控制、抑郁症状、自我意识和对学校氛围的感知。进行结构方程模型分析以评估抑郁的中介作用和自我意识的调节作用。
研究结果表明，抑郁在父母负面控制与对学校氛围的感知之间起中介作用。经历更高水平负面控制的青少年报告了更多的抑郁症状，这与对学校氛围的较低感知相关。自我意识调节父母负面控制与抑郁之间的联系，自我意识较高的青少年对负面控制的不利影响表现出较低的易感性。
本研究揭示了父母负面控制和抑郁对青少年对学校氛围感知的有害影响，同时强调了自我意识的保护作用。干预措施可以针对采用适应不良养育方式的家庭以及有心理病理症状的青少年，重点是改善家庭动态和青少年的自我过程。
