发展资源在减少青少年外化问题行为中的累积效应及关系模式

doi:10.3724/SP.J.1041.2019.01244

摘要/Abstract

摘要：

以1219名初一学生为被试进行间隔一年的追踪研究, 考察了发展资源对青少年当前和一年后外化问题行为的累积效应及其关系模式, 并进一步探讨了性别在关系模式中可能存在的调节作用。结果表明：(1)发展资源对青少年当前和一年后外化问题行为的减少均具有累积效应, 具体而言, 发展资源对青少年当前外化问题行为的累积效应呈二次函数的非线性模式, 而对青少年一年后外化问题行为的累积效应呈线性模式; (2)性别的调节作用仅在累积发展资源与青少年当前外化问题行为间的二次函数模式中显著。研究结果为有针对性地进行资源构建, 预防和减少青少年外化问题行为提供了依据。

关键词: 发展资源, 外化问题行为, 累积效应, 关系模式, 调节作用

Abstract:

Adolescent externalizing behaviors as a general and persistent form of maladaptiveness have received widespread attention. In the past, research in the field of developmental psychology has focused more on the impact of risk factors on adolescent externalizing behaviors. Although these studies had an important role in reducing these behaviors, focusing on positive factors not only can reduce adolescent externalizing behaviors, but can also replace externalizing behaviors by promoting the development of positive behaviors. In recent years, studies have begun to examine the impact of positive factors on adolescent externalizing behaviors, and have identified multiple positive factors in the prevention of these behaviors. Few studies, however, have explored the accumulative impact of positive factors on adolescent externalizing behaviors. Concerning this topic, the developmental assets model provided us with an ideal research tool. Based on this model, the present study used a longitudinal study design to examine the cumulative effects of multiple developmental assets on adolescent externalizing behaviors. In addition, this investigation also examined the relationship model between cumulative developmental assets and externalizing behaviors, as well as the possible moderating roles of gender in this model.

A sample of 1, 219 adolescents were recruited from three middle schools in Shandong, China. Quantitative surveys were administered to participants in December, 2015 (T1) and December, 2016 (T2). Adolescents only participated in the first survey, completing a self-administered questionnaire involving demographic variables and developmental assets. The head teachers participated in both surveys and completed an assessment of the externalizing behaviors of the students in their class. A series of analyses were conducted using SPSS 22.0 software, including descriptive statistics and correlation analysis, logistic regression analysis, and hierarchical multiple regression analysis.

The results of the study were as follows: (1) the developmental assets had a cumulative effect on the reduction of adolescents’ current and subsequent externalizing behaviors. In the cumulative effects relationship model, there was a differentiation between current and subsequent externalizing behaviors, which was characterized by the nonlinear pattern of the quadratic function between cumulative developmental assets and current externalizing behaviors, and a linear pattern between cumulative developmental assets and subsequent externalizing behaviors. (2) The moderating effect of gender was only significant in the nonlinear relationship of the quadratic function between the cumulative developmental assets and current externalizing behaviors.

In short, the present study is the first to demonstrate the cumulative effects of developmental assets on adolescent externalizing behaviors, as well as the relationship model of the cumulative effects and the moderating effect of gender underlying the relationship model. This study provides a basis for targeted asset construction and the prevention of adolescent externalizing behaviors.

Key words: developmental assets, externalizing behaviors, cumulative effects, relationship model, moderating effect

中图分类号:

B844

常淑敏, 张丽娅, 王玲晓. (2019). 发展资源在减少青少年外化问题行为中的累积效应及关系模式. 心理学报, 51(11), 1244-1255.

CHANG Shumin, ZHANG Liya, WANG Lingxiao. (2019). The cumulative effects and relationship model of developmental assets used to reduce adolescent externalizing behaviors. Acta Psychologica Sinica, 51(11), 1244-1255.

图/表 11

参考文献 67

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发展资源类别		M (SD)				拥有该发展资源的学生比例(%)
支持		20.54 (5.61)				61.36
授权		17.89 (5.47)				41.59
规范与期望		21.02 (5.05)				64.06
有效利用时间		15.41 (7.21)				32.65
投身于学习		19.85 (5.57)				55.54
积极价值观		18.80 (4.99)				42.08
社会能力		20.13 (5.43)				57.01
自我肯定		18.76 (6.02)				47.08
资源指数	0	1	2	3	4	5	6	7	8
比例(%)	13.21	11.89	10.17	11.48	7.38	9.43	10.91	11.57	13.95

发展资源类别		M (SD)				拥有该发展资源的学生比例(%)
支持		20.54 (5.61)				61.36
授权		17.89 (5.47)				41.59
规范与期望		21.02 (5.05)				64.06
有效利用时间		15.41 (7.21)				32.65
投身于学习		19.85 (5.57)				55.54
积极价值观		18.80 (4.99)				42.08
社会能力		20.13 (5.43)				57.01
自我肯定		18.76 (6.02)				47.08
资源指数	0	1	2	3	4	5	6	7	8
比例(%)	13.21	11.89	10.17	11.48	7.38	9.43	10.91	11.57	13.95

变量	城市		农村		总体
变量	男生	女生	男生	女生	总体
T1累积发展资源指数	4.23 ± 2.75	4.03 ± 2.71	3.82 ± 2.75	3.95 ± 2.77	4.01 ± 2.74
T1外化问题行为	0.95 ± 2.26	0.40 ± 1.50	3.41 ± 5.55	1.04 ± 2.07	1.53 ± 3.57
T2外化问题行为	1.66 ± 3.57	1.39 ± 3.15	2.73 ± 5.53	2.02 ± 4.31	1.98 ± 4.31

变量	城市		农村		总体
变量	男生	女生	男生	女生	总体
T1累积发展资源指数	4.23 ± 2.75	4.03 ± 2.71	3.82 ± 2.75	3.95 ± 2.77	4.01 ± 2.74
T1外化问题行为	0.95 ± 2.26	0.40 ± 1.50	3.41 ± 5.55	1.04 ± 2.07	1.53 ± 3.57
T2外化问题行为	1.66 ± 3.57	1.39 ± 3.15	2.73 ± 5.53	2.02 ± 4.31	1.98 ± 4.31

变量	1	2	3	4	5
1 性别^a	1
2 家庭居住地^b	0.02	1
3 T1累积发展资源指数	-0.01	-0.05	1
4 T1外化问题行为	-0.18^***	0.23^***	-0.11^***	1
5 T2外化问题行为	-0.05	0.10^**	-0.10^**	0.12^***	1