亲子关系和父母教育卷入对青少年抑郁、自伤和自杀意念的影响：挫败感和人生意义感的作用

doi:10.3724/SP.J.1041.2023.00129

摘要/Abstract

摘要：

基于生态系统理论和动机−意志整合模型, 采用问卷法以930名青少年(年龄 = 15.24 ± 1.66岁)及其父母为研究对象, 构建一个有调节的中介模型, 从家长与孩子双视角分析孩子体验到的亲子关系和父母教育卷入对青少年抑郁、自伤和自杀意念的影响路径。结果显示：(1)相比低亲子关系−低教育卷入一致的个体, 高亲子关系−高教育卷入的青少年有着更低水平的挫败感, 且相比于低亲子关系−高教育卷入的青少年, 有着高亲子关系−低教育卷入的个体表现出更低水平的挫败感; (2)挫败感在亲子关系−教育卷入与青少年抑郁、自伤和自杀意念之间起部分中介作用; (3)人生意义感调节该中介模型后半段, 即挫败感对青少年抑郁、自伤和自杀意念的影响, 具体表现为随着人生意义感的增加, 挫败感对抑郁、自伤和自杀意念的影响逐渐减小。研究从家庭关系中家长与孩子双视角, 揭示了挫败感和人生意义感的中介与调节作用, 为青少年抑郁、自伤和自杀意念的发生机制提供更多解释路径。

关键词: 青少年心理健康, 亲子关系, 挫败感, 人生意义感, 响应面分析

Abstract:

Because of their high incidence as well as high risk, adolescent psychological problems have been a constant pressing topic of governmental, psychological, sociological, and medical interest for research. Adolescent depression, self-injury, and suicidal ideation not only have serious impacts on an individual social functioning, the burden of disease and economic pressures caused by self-harming incidents also make it vital to explore the factors affecting these behaviors and their developmental mechanisms. Ecosystem theory emphasizes the role and significance of the environment in the process of individual development, believing that individual development is the result of one’s interactions with the surrounding environment. As the innermost structure in the ecosystem, family is the environment that is most relevant for individuals, having the greatest influence. In this study, two important components of the parent-child subsystem parent-child relationship (child) and educational involvement (parent) were introduced to explore their combined effects on adolescent depression, self-injury, and suicidal ideation from a binary perspective. The roles of frustration and sense of meaning in life were also investigated from an integrated motivational-volitional model perspective.

The current study built a moderated mediation model exploring the combined effects of the parent-child relationship on adolescent depression, self-injury, and suicidal ideation. A total of 930 middle school students (501 boys, 429 girls; average age = 15.24 ± 1.66 years) and their parents participated in this investigation. After given their informed consent, both parents and students completed the Short Form of Center for Epidemiological Studies Depression Scale, the Deliberate Self-Harm Inventory, the Four-item Depressive Symptom Index − Suicidality Subscale, the Parent-Child Intimacy Questionnaire, Parental Involvement in Primary School Children Education, the Defeat Scale, and the Chinese Meaning in Life Questionnaire. SPSS 26.0, AMOS 23.0, and Mplus 7.0 were used to analyze the data.

The results indicated that: (1) Compared to individuals with a low parent-child relationship and low educational involvement, adolescents with a high parent-child relationship and high educational involvement had lower levels of defeat. Compared to adolescents with a low parent-child relationship and high educational involvement, individuals with a high parent-child relationship and low educational involvement showed lower levels of defeat; (2) Defeat partially mediated the relationship between the parent-child relationship and educational involvement and adolescent depression, self-injury, and suicidal ideation; (3) The second half of the mediation model was moderated by meaning in life, that is, with the increase of meaning in life, the effect of defeat on depression, self-injury, and suicidal ideation gradually decreased.

Based on ecosystem theory and integrated motivational-volitional model, and using innovative polynomial regression and response surface analysis, the current study investigated the influence of the parent-child relationship and parents' educational involvement on adolescent depression, self-injury, and suicidal ideation, as well as the mediating and moderating effects of defeat and meaning in life. The results providing additional evidence for the relevant developmental theories of depression, self-injury, and suicidal ideation. This study also offers more insight into potential psychological crisis behavioral interventions.

Key words: adolescent mental health, parent-child relationship, defeat, meaning in life, response surface analysis

中图分类号:

B844
B825

胡义秋, 曾子豪, 彭丽仪, 王宏才, 刘双金, 杨琴, 方晓义. (2023). 亲子关系和父母教育卷入对青少年抑郁、自伤和自杀意念的影响：挫败感和人生意义感的作用. 心理学报, 55(1), 129-141.

HU Yiqiu, ZENG Zihao, PENG Liyi, WANG Hongcai, LIU Shuangjin, YANG Qin, FANG Xiaoyi. (2023). The effects of the parent-child relationship and parental educational involvement on adolescent depression, self-injury, and suicidal ideation: The roles of defeat and meaning in life. Acta Psychologica Sinica, 55(1), 129-141.

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变量	1	2	3	4	5	6	7
抑郁	1
自伤	0.44^**	1
自杀意念	0.53^**	0.61^**	1
亲子关系	−0.42^**	−0.28^**	−0.36^**	1
教育卷入	−0.04	−0.08^*	−0.12^**	0.09^**	1
挫败感	0.64^**	0.36^**	0.45^**	−0.36^**	−0.09^**	1
人生意义感	−0.22^**	−0.13^**	−0.12^**	0.33^**	0.09^**	−0.16^**	1
M ± SD	18.63 ± 6.05	3.58 ± 7.24	2.69 ± 3.39	30.27 ± 8.40	3.04 ± 0.44	33.55 ± 11.12	47.64 ± 11.91

变量	1	2	3	4	5	6	7
抑郁	1
自伤	0.44^**	1
自杀意念	0.53^**	0.61^**	1
亲子关系	−0.42^**	−0.28^**	−0.36^**	1
教育卷入	−0.04	−0.08^*	−0.12^**	0.09^**	1
挫败感	0.64^**	0.36^**	0.45^**	−0.36^**	−0.09^**	1
人生意义感	−0.22^**	−0.13^**	−0.12^**	0.33^**	0.09^**	−0.16^**	1
M ± SD	18.63 ± 6.05	3.58 ± 7.24	2.69 ± 3.39	30.27 ± 8.40	3.04 ± 0.44	33.55 ± 11.12	47.64 ± 11.91

变量	方程1 (因变量: Y₁)				方程2 (因变量: M)				方程3 (因变量: Y₁)
变量	β	t	p	95% CI	β	t	p	95% CI	β	t	p	95% CI
1	0.13	2.55	0.01	[0.04, 0.24]	0.10	1.63	0.10	[−0.02, 0.23]	0.18	3.56	<0.001	[0.08, 0.28]
2	0.08	1.59	0.11	[−0.03, 0.19]	−0.06	−0.93	0.35	[−0.18, 0.06]	0.03	0.55	0.58	[−0.07, 0.13]
3	0.03	1.05	0.29	[−0.03, 0.09]	0.05	1.35	0.18	[−0.02, 0.12]	0.03	1.05	0.29	[−0.03, 0.09]
4	0.01	0.41	0.69	[−0.07, 0.10]	0.16	4.00	<0.001	[0.08, 0.24]	0.01	0.23	0.82	[−0.06, 0.07]
X	0.63	23.6	<0.001	[0.55, 0.70]	0.35	11.20	<0.001	[0.29, 0.42]	0.22	7.68	<0.001	[0.16, 0.27]
M									0.52	18.61	<0.001	[0.47, 0.58]
W									−0.05	−1.89	0.06	[−0.10, 0.01]
MW									−0.06	−2.57	0.01	[−0.10, −0.01]
R²	0.41				0.15				0.46
F	118.76^***				30.70^***				90.94^***

变量	方程1 (因变量: Y₁)				方程2 (因变量: M)				方程3 (因变量: Y₁)
变量	β	t	p	95% CI	β	t	p	95% CI	β	t	p	95% CI
1	0.13	2.55	0.01	[0.04, 0.24]	0.10	1.63	0.10	[−0.02, 0.23]	0.18	3.56	<0.001	[0.08, 0.28]
2	0.08	1.59	0.11	[−0.03, 0.19]	−0.06	−0.93	0.35	[−0.18, 0.06]	0.03	0.55	0.58	[−0.07, 0.13]
3	0.03	1.05	0.29	[−0.03, 0.09]	0.05	1.35	0.18	[−0.02, 0.12]	0.03	1.05	0.29	[−0.03, 0.09]
4	0.01	0.41	0.69	[−0.07, 0.10]	0.16	4.00	<0.001	[0.08, 0.24]	0.01	0.23	0.82	[−0.06, 0.07]
X	0.63	23.6	<0.001	[0.55, 0.70]	0.35	11.20	<0.001	[0.29, 0.42]	0.22	7.68	<0.001	[0.16, 0.27]
M									0.52	18.61	<0.001	[0.47, 0.58]
W									−0.05	−1.89	0.06	[−0.10, 0.01]
MW									−0.06	−2.57	0.01	[−0.10, −0.01]
R²	0.41				0.15				0.46
F	118.76^***				30.70^***				90.94^***

变量	方程1 (因变量: Y₂)				方程2 (因变量: M)				方程3 (因变量: Y₂)
变量	β	t	p	95% CI	β	t	p	95% CI	β	t	p	95% CI
1	0.22	3.62	<0.001	[0.11, 0.35]	0.10	1.63	0.10	[−0.02, 0.23]	0.26	4.24	<0.001	[0.14, 0.38]
2	0.07	1.17	0.24	[−0.05, 0.19]	−0.06	−0.93	0.35	[−0.18, 0.06]	0.03	0.53	0.59	[−0.09, 0.15]
3	0.07	2.05	0.04	[−0.01, 0.16]	0.05	1.35	0.18	[−0.02, 0.12]	0.07	2.04	0.04	[0.01, 0.14]
4	0.02	0.40	0.69	[−0.09, 0.15]	0.16	4.00	<0.001	[0.08, 0.24]	0.02	0.40	0.69	[−0.06, 0.09]
X	0.36	11.5	<0.001	[0.27, 0.45]	0.35	11.20	<0.001	[0.29, 0.42]	0.14	4.05	<0.001	[0.07, 0.20]
M									0.27	8.05	<0.001	[0.21, 0.34]
W									−0.06	−1.81	0.07	[−0.12, 0.01]
MW									−0.09	−3.46	<0.001	[−0.14, −0.04]
R²	0.16				0.15				0.19
F	32.24^***				30.70^***				25.45^***