Fan Jinming, Ni Xiaoli, Wang Yidi, Qian Yuyan
Institute of Social Psychology, School of Humanities and Social Science, Xi'an Jiaotong University, No. 28 Xianning West Road, Xi'an 710049, Shaanxi, China.
Institute of Social Psychology, School of Humanities and Social Science, Xi'an Jiaotong University, No. 28 Xianning West Road, Xi'an 710049, Shaanxi, China.
Acta Psychol (Amst). 2025 Sep;259:105302. doi: 10.1016/j.actpsy.2025.105302. Epub 2025 Jul 22.
Identifying the risk and protective factors affecting adolescent emotional health within familial and school environments is key to guiding adolescent social development. Drawing on ecological systems theory, this study employed a multilevel analysis model to explore the impact of parental emotion socialization on adolescent emotional problems, as well as the moderating effects of developmentally diverse classroom environments and gender. The study sample comprised 1404 primary and secondary school students from 16 schools and 51 classes in China. Statistical results indicated that associations between parental supportive or unsupportive responses and adolescent emotional problems were moderated by developmentally diverse classroom environments and adolescent gender. Specifically, the positive correlation between parental unsupportive responses and emotional problems was stronger in classroom environments with more diverse student developmental goals. Furthermore, the negative correlation between parental supportive responses and emotional problems was only observed among females. These findings underscore the importance of fostering a positive family emotional context and classroom environments that foster adolescents' diverse development. They also suggest that practitioners should consider gender differences when addressing emotional problems in adolescence. Additionally, the results highlight the need to focus on adolescents experiencing higher levels of parental unsupportive emotional socialization practices compared to their peers, to mitigate unexpected adverse outcomes when advocating for developmentally diverse school environments.
识别家庭和学校环境中影响青少年情绪健康的风险和保护因素是引导青少年社会发展的关键。本研究借鉴生态系统理论，采用多层次分析模型，探讨父母情绪社会化对青少年情绪问题的影响，以及不同发展阶段的课堂环境和性别的调节作用。研究样本包括来自中国16所学校51个班级的1404名中小学生。统计结果表明，父母支持或不支持的反应与青少年情绪问题之间的关联受到不同发展阶段的课堂环境和青少年性别的调节。具体而言，在学生发展目标更多样化的课堂环境中，父母不支持的反应与情绪问题之间的正相关更强。此外，父母支持的反应与情绪问题之间的负相关仅在女性中观察到。这些发现强调了营造积极的家庭情感环境和促进青少年多样化发展的课堂环境的重要性。它们还表明，从业者在解决青少年情绪问题时应考虑性别差异。此外，研究结果凸显了关注那些与同龄人相比经历更高水平父母不支持情绪社会化行为的青少年的必要性，以便在倡导多样化发展的学校环境时减轻意外的不良后果。
