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心理学报  2019, Vol. 51 Issue (7): 816-828    DOI: 10.3724/SP.J.1041.2019.00816
  研究报告 本期目录 | 过刊浏览 | 高级检索 |
1 北京师范大学心理学部, 应用实验心理北京市重点实验室, 心理学国家级实验教学示范中心(北京师范大学), 北京, 100875
2 北京教育学院学前教育学院, 北京100120
Maternal gatekeeping behavior, mother involvement and mother-adolescent attachment, and differences in their developmental stages
ZOU Shengqi1,WU Xinchun1(),HUANG Binbin1,LIU Chang2
1 Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing 100875, China
2 Preschool Academy, Beijing Institute of Education, Beijing 100120, China
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基于家庭系统理论与依恋理论提出了一个母亲守门行为通过母亲教养投入预测母子依恋的间接效应模型, 同时考察了这一模型在青少年发展阶段上的差异。采用问卷法对597个核心家庭的母亲和青少年进行调查, 结果发现:(1)总体上, 母亲开门行为对母亲教养投入和母子依恋均具有正向预测作用, 母亲教养投入对母子依恋具有正向预测作用, 间接效应模型成立; 母亲关门行为对母亲教养投入的预测作用不显著, 对母子依恋具有负向预测作用, 间接效应模型不成立; (2)从发展阶段来看, 母亲开门行为的间接效应模型在三个发展阶段均成立, 且间接效应大小无差异; 母亲关门行为的间接效应模型只在早期和后期成立, 且两发展阶段的作用性质相反, 早期为正向预测作用, 后期为负向预测作用。结果补充和扩展了母亲守门行为的作用效果研究, 并且强调了青少年发展阶段在其中的作用, 对家庭教育实践具有一定的指导意义。

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关键词 母亲开门行为母亲关门行为母亲教养投入母子依恋间接效应模型    

Maternal gatekeeping behavior is defined as a collection of behaviors that facilitate or inhibit the collaborative effort of fathers in the family and child-care work, which is an integral part of the coparenting relationship that is essential to family life. Gatekeeping behavior can be further classified into maternal opening behaviors and closing behaviors. The former facilitates, and the latter inhibits father involvement in parenting activities. Research on maternal gatekeeping behavior has mainly focused on its predictive effects on father involvement in the father-child subsystem. Limited research has also been conducted on predictive effects of maternal gatekeeping behaviors on the function of other family subsystems such as mother-adolescent subsystem.
Based on the spillover hypothesis of family system theory, this study explored how maternal opening and closing behavior predicted mother involvement and mother-adolescent attachment that respectively represents top-down and bottom-up mother-adolescent interactions. Moreover, the attachment theory assumes that parenting by the mother is the basis of attachment formation and development. As a result, mother involvement might have a positive predictive role on mother-adolescent attachment. Therefore, an indirect effect model of maternal gatekeeping behavior on mother involvement and mother-adolescent attachment is proposed. Specifically, it is suggested that mother involvement might mediate the relationship between maternal gatekeeping behavior and mother-adolescent attachment. Furthermore, the associations among these three factors might differ during different stages of adolescence, such as early, middle, and late adolescence.
Families (N = 598) that included mothers and their adolescent children participated in this study. Mothers reported their gatekeeping behaviors using the Maternal Gatekeeping Scale and involvement using the Inventory of Parental Involvement. Adolescents evaluated their attachment to their mothers using the mother attachment sub-scale of the Inventory of Parent and Peer Attachment. Data were analyzed using correlational analysis and structural equation modeling in SPSS 21.0 and Mplus 7.11.
Results generally indicated that maternal opening behavior positively predicted mother involvement and mother-adolescent attachment. In particular, the effect of maternal opening behavior on mother-adolescent attachment was mediated by mother involvement, indicative of the indirect effect of maternal gatekeeping behavior on mother-adolescent attachment. However, maternal closing behavior negatively predicted mother-adolescent attachment but not mother involvement. Moreover, there was no indirect effect between maternal closing behavior and mother-adolescent attachment. Furthermore, an analysis of group comparisons revealed that the indirect effects model of maternal gate opening was significant in all three developmental stages, and the magnitude of the indirect effect was not significantly different between the three stages. Also, there were group differences in relationships among maternal closing behavior, mother involvement and mother-adolescent attachment in the three stages of adolescence. Specifically, in early adolescence, maternal closing behavior had a positive effect on mother involvement and mother-adolescent attachment with mother involvement mediating the relationship between maternal closing behavior and mother-adolescent attachment. On the contrary, in late adolescence, maternal closing behavior had an adverse effect on mother involvement and mother-adolescent attachment with mother involvement mediating the relationship between maternal closing behavior and mother-adolescent attachment. In middle adolescence, there were no significant predictive effects of maternal closing behavior on mother involvement or mother-adolescent attachment.
This study on the whole indicated that maternal gatekeeping behavior, which is an essential aspect of coparenting, was closely related to the quality of the relationship between mothers and adolescents. Furthermore, the study suggested that developmental stages of adolescence must be considered when exploring the roles of maternal gatekeeping behavior in different family system domains. This new evidences from this study indicate practical family education programs should promote maternal opening behaviors such as facilitating fathers’ participation in child-rearing and decrease maternal closing behavior such as criticism and control for fathers’ participation.

Key wordsmaternal opening behavior    maternal closing behavior    mother involvement    mother-adolescent attachment    indirect effect model
收稿日期: 2018-06-26      出版日期: 2019-05-22
中图分类号:  B844  
基金资助:* 2015年度国家社会科学基金重大项目(15ZDB139)
通讯作者: 伍新春     E-mail:
邹盛奇,伍新春,黄彬彬,刘畅. (2019). 母亲守门行为与母亲教养投入、母子依恋的关系及发展性差异. 心理学报, 51(7): 816-828.
ZOU Shengqi,WU Xinchun,HUANG Binbin,LIU Chang. (2019). Maternal gatekeeping behavior, mother involvement and mother-adolescent attachment, and differences in their developmental stages. Acta Psychologica Sinica, 51(7), 816-828.
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