高中生成就目标定向、自我效能感和学业成绩之间的关系

目的考察高中生成就目标定向与自我效能感、学业成绩的关系。方法采取问卷法,对534名学生进行测试。结果①成绩回避目标年级差异显著(F=4.403,P<0.05),自我调节学习效能感年级差异显著(F=4.315,P<0.05),成就目标定向和自我效能感其它两维度年级差异不显著;②掌握目标与学业成绩呈极显著正相关(r=0.150),成绩回避目标和学业成绩呈显著负相关(r=-0.156);自我效能感与学业成绩均呈显著正相关(r=0.357);③回归分析表明,自我效能感在成就目标对学业成绩的影响中起着中介作用。结论成就目标定向、自我效能感和学业成绩之间关系密切。     

家庭功能与青少年问题行为的关系：一项交叉滞后研究

目的：采用纵向追踪研究考察家庭功能与青少年问题行为之间的相互作用。方法：采用家庭功能量表、青少年问题行为量表对1301名初中生进行为期三年的三次追踪。结果：（1）家庭功能与青少年内化问题和外化问题均呈显著负相关;（2）先前的家庭功能可以显著负向预测随后的青少年内化问题,且先前的青少年内化问题可以显著负向预测随后的家庭功能;（3）先前的家庭功能不能显著负向预测随后的青少年外化问题,但先前的青少年外化问题可以显著负向预测随后的家庭功能。结论：家庭功能与青少年问题行为之间的作用模式因问题类型的不同而有所差异,家庭功能与青少年内化问题之间支持互惠效应模型,家庭功能与青少年外化问题之间支持子女效应模型。     

青少年感恩与获得感的关系：一项交叉滞后研究

目的：考察青少年感恩与获得感的稳定性、变量间的相关关系和预测关系。方法：采用感恩量表和获得感状况调查问卷，对1175名青少年进行为期17个月的两阶段纵向追踪。结果：(1)相关分析显示，感恩与获得感间的同时性相关和继时性相关均显著；(2)方差分析结果显示，前后测感恩之间差异不显著，前后测获得感之间差异显著，后测获得感高于前测获得感。获得感的时间与性别交互作用显著；(3)交叉滞后分析结果显示，前测的感恩可以显著正向预测后测的获得感，前测的获得感可以正向预测后测的感恩。结论：青少年感恩相对稳定，获得感存在一定的发展变化；青少年感恩与获得感之间关系密切，两者相互预测，存在一定程度的因果关系。     

初中生同伴侵害、同伴拒绝与问题行为关系的性别差异:交叉滞后分析

目的:考察同伴侵害、同伴拒绝与问题行为的相互影响及其性别差异。方法:采用班级戏剧量表、同伴提名和教师评定的方式,对北京市密云县1040名初中生进行调查。结果:(1)同伴侵害与同伴拒绝、外显问题行为、内化退缩行为呈显著正相关;(2)同伴侵害和同伴拒绝在两次测量之间呈现出高度的稳定性,外显问题行为和内化退缩行为呈现较低的稳定性。(3)交叉滞后分析结果表明,同伴侵害、同伴拒绝与问题行为之间的相互预测关系存在显著的性别差异。对于男生,前期的同伴侵害可以显著预测后期的外显问题行为,前期的内化退缩行为可以显著预测后期的同伴拒绝;对于女生,前期的同伴侵害可以显著预测后期的内化退缩行为。结论:同伴侵害和同伴拒绝会对初中生的心理和行为适应产生严重影响,需要加强对其同伴交往和问题行为的关注,促进学生良好发展。     

大学生社会自我效能感与学业成绩的关系:适应的中介作用

目的:探索大学一年级学生社会自我效能感、适应和学业成绩的关系。方法:采用社会自我效能感、学业适应和社交适应、抑郁症状自评等量表,收集了学生的学业成绩这个客观指标,通过跨时间的研究设计,对华东地区某综合性大学417位一年级学生进行调查,并采用偏相关分析和结构方程模型检验假设。结果:①社会自我效能感能正向预测大学一年级学生的学业适应、社交适应和心理适应;②学业适应能正向预测学业成绩,社交适应对学业成绩具有负向预测作用,心理适应和学业成绩相关不显著。结论:学业适应和社交适应对社会自我效能感与学业成绩的关系具有完全中介作用。     

孰因孰果：青少年心理症状与学业倦怠的共存

目的：采用交叉滞后模型探讨青少年心理症状与学业倦怠共存的机制。方法：以症状自评量表（SCL-90和学业倦怠问卷为测量工具,对河南省四所中学的359名青少年进行为期6个月的纵向追踪调查。结果：（1）前后测心理症状之间差异不显著,前后测学业倦怠之间差异显著,心理症状在性别上差异显著;（2）心理症状与学业倦怠呈显著正相关关系;（3）交叉滞后分析结果显示,对男生来说,前测的心理症状对后测的学业倦怠有显著预测作用;对于女生来说,前测学业倦怠对后测心理症状有显著预测作用。结论：青少年心理症状与学业倦怠的关系存在性别差异。     

父母“低头族”与初中生手机成瘾的交叉滞后分析

目的:考察父母"低头族"在6个月期间与初中生手机成瘾之间的因果关系。方法:采用"低头族"量表和手机成瘾量表对湖北省一所普通全日制中学的312名中学生进行为期6个月的两阶段纵向追踪问卷调查,并对所得数据进行交叉滞后回归分析。结果:(1)相关分析表明,父母"低头族"与初中生手机成瘾呈显著正相关关系;(2)交叉滞后回归分析显示,控制了父母"低头族"与初中生手机成瘾这两个变量在前测T1和后测T2的相关之后,前测父母"低头族"对后测初中生手机成瘾的预测作用显著;前测初中生手机成瘾对后测父母"低头族"的预测作用不显著。结论:父母"低头族"与初中生手机成瘾呈显著正相关,父母"低头族"能够预测初中生手机成瘾。     

高中生行为类型、学业自我效能感与考试焦虑的关系

目的探讨高中生行为类型、学业自我效能感与考试焦虑的关系。方法对544名高中生施测《A型行为类型问卷》、《学业自我效能感问卷》及《考试焦虑问卷》。结果1行为类型得分与考试焦虑呈显著正相关;学业自我效能感与考试焦虑呈显著负相关;行为类型得分与学业自我效能感之间无显著相关。2学业自我效能感、行为类型对考试焦虑具有显著预测力。结论行为类型、学业自我效能感间无相关,但二者均与考试焦虑有显著相关。     

中学生自我效能感、父母养育方式与成绩的关系

目的探讨中学生自我效能感和父母教养方式对学业成绩的影响。方法采用父母养育方式评价量表、一般自我效能感量表、学业自我效能感量表和自我调节学习效能感量表对1460名中学生进行调查。结果1父母教养方式方面,在父亲惩罚严厉、父亲过分干涉、父亲总分以及母亲过分干涉保护维度上存在显著的性别差异;在父亲教养方式总分上存在显著的年级差异;2自我效能感方面,在一般自我效能感维度上存在显著性别差异,在自我效能感总分上存在显著的年级差异;3学业自我效能感、一般自我效能感、父亲过分干涉、母亲温情理解和母亲惩罚严厉能够显著预测学业成绩。结论自我效能感对中学生学业成绩有显著影响,父母教养方式也显著影响学业成绩。     

初中生亲社会行为与主观幸福感的三年交叉滞后分析

目的:考察初中生亲社会行为与主观幸福感之间的纵向关系。方法:采用亲社会行为量表和主观幸福感量表对北京市13所中学的2513名初一学生进行连续三年追踪测查,使用交叉滞后模型对数据进行分析。结果:①亲社会行为与主观幸福感不仅在同年呈显著正相关,两者之间的跨年相关也均显著;②重复测量方差分析显示,初中生亲社会行为和主观幸福感三年间差异不显著或差异较小、可忽略;③交叉滞后分析表明,控制年龄、性别、家庭社会经济地位后,前一年的主观幸福感均能显著预测后一年的亲社会行为,而亲社会行为对主观幸福感的预测作用不显著。结论:初中生亲社会行为与主观幸福感之间的纵向关系符合选择效应,主观幸福感可增加初中生的亲社会行为。     

First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families

In this longitudinal study, we examined the relations between emotion knowledge in first grade, teacher reports of internalizing and externalizing behaviors from first grade, and children's self-reported internalizing behaviors in fifth grade. At Time 1, we assessed emotion knowledge, expressive vocabulary, caregiver-reported earned income, and teacher-rated internalizing and externalizing behaviors in 7-year-old children from economically disadvantaged families (N = 154). At Time 2, when the children were age 11, we collected children's self-reports of negative emotions, depression, anxiety, and loneliness. First grade teacher-reported externalizing behaviors, but not first grade internalizing behaviors, were positively related to children's self-reports of internalizing behaviors in fifth grade. First grade emotion knowledge accounted for a significant amount of variance in children's self-reports of internalizing symptoms 4 years later, after controlling for per capita earned income, expressive vocabulary, and teacher-reported internalizing and externalizing behaviors in first grade.     

Internalizing Behavior Problems and Scholastic Achievement in Children: Cognitive and Behavioral Pathways as Mediators of Outcome

Examined a conceptual model in which dual developmental pathways (behavioral and cognitive) are hypothesized to account for the relation among internalizing behavior problems, intelligence, and later scholastic achievement using a cross-sectional sample of 325 children. Classroom behavior and select aspects of cognitive functioning (vigilance, short-term memory) were hypothesized to mediate the relations among internalizing problems, IQ, and long-term scholastic achievement. Hierarchical tests applied to a nested series of models demonstrated that (a) individual differences in measured intelligence among children are associated with variations in classroom performance and cognitive functioning, (b) classroom performance and cognitive functioning make unique contributions to prediction of later achievement over and above the influence of intelligence, (c) anxious/depressive features are correlated but separable constructs, and (d) anxiety/depression and withdrawal contribute to prediction of classroom performance and cognitive functioning over and above the effects of intelligence. Classroom performance and cognitive functioning thus appear to mediate the effects of internalizing behaviors as well as intelligence. Particular attention to the presence and potential impact of social withdrawal on children's functioning, both alone and concomitant with anxiety/depression, appears warranted during the course of clinical evaluations owing to the strong continuity among these variables.     

Cultural affiliation and self-esteem as predictors of internalizing symptoms among mexican american adolescents.

We investigated the relations between affiliation with Mexican culture and self-esteem at baseline (Time 1 [T1]), and internalizing symptoms 2 years later (Time 2 [T2]) among a sample of high-risk Mexican American adolescents. Results indicated that T1 affiliation with Mexican culture was not related to T2 internalizing symptoms, controlling for T1 internalizing symptoms. The relation between T1 self-esteem and T2 internalizing symptoms was significant, controlling for T1 internalizing symptoms. Regression analyses revealed, for girls only, a significant interaction between affiliation with Mexican culture and self-esteem in the prediction of T2 internalizing symptoms. Specifically, low self-esteem was a risk factor for internalizing symptoms only among those girls minimally affiliated with Mexican culture. There was no significant interaction between cultural affiliation and self-esteem among Mexican American boys. Findings highlight the importance of gender and culture in risk processes for internalizing symptoms.     

Cultural Affiliation and Self-Esteem as Predictors of Internalizing Symptoms Among Mexican American Adolescents

We investigated the relations between affiliation with Mexican culture and self-esteem at baseline (Time 1 [T1]), and internalizing symptoms 2 years later (Time 2 [T2]) among a sample of high-risk Mexican American adolescents. Results indicated that T1 affiliation with Mexican culture was not related to T2 internalizing symptoms, controlling for T1 internalizing symptoms. The relation between T1 self-esteem and T2 internalizing symptoms was significant, controlling for T1 internalizing symptoms. Regression analyses revealed, for girls only, a significant interaction between affiliation with Mexican culture and self-esteem in the prediction of T2 internalizing symptoms. Specifically, low self-esteem was a risk factor for internalizing symptoms only among those girls minimally affiliated with Mexican culture. There was no significant interaction between cultural affiliation and self-esteem among Mexican American boys. Findings highlight the importance of gender and culture in risk processes for internalizing symptoms.     

Brief report: Academic attainment in children with sickle cell disease

OBJECTIVE: To examine the impact of sickle cell disease (SCD) on academic attainment; the relation between academic attainment and achievement in SCD; and determinants of attainment in SCD. METHODS: Children with SCD and demographically matched peers were compared on academic attainment. Hematocrit, illness frequency, cognitive ability, and socioeconomic status were used to model the predictors of attainment problems. RESULTS: Attainment problems were more frequent in children with SCD (> or =31% vs. 14%). A significant number of children showed difficulties with only attainment or academic achievement. Cognitive ability was a strong predictor of both academic outcome measures. Illness-related school absences predicted academic attainment but not achievement. CONCLUSIONS: Academic attainment is affected by SCD. Tests of academic achievement are meaningful predictors of functional impairments for children with SCD; however, school outcomes are best evaluated with both achievement and attainment measures.     

Parenting as a Moderator of the Effects of Maternal Depressive Symptoms on Preadolescent Adjustment

The purpose of this study was to examine whether parenting moderated the association between maternal depressive symptoms and initial levels and growth of preadolescent internalizing and externalizing symptoms. This study used a community sample of preadolescent children (N = 214; 8–12 years old at Time 1), measuring maternal depressive symptoms and parenting at Time 1, and preadolescent internalizing and externalizing symptoms at each year for 3 years. After modeling latent growth curves of internalizing and externalizing symptoms, growth factors were conditioned on maternal depressive symptoms, positive (acceptance and consistent discipline) and negative (rejection and physical punishment) parenting, and the interactions of depression and parenting. Maternal rejection moderated the relation of maternal depression with internalizing symptoms, such that high rejection exacerbated the effects of maternal depressive symptoms on initial levels of preadolescent internalizing problems. There were no significant interactions predicting externalizing problems. The findings highlight how specific parenting behaviors may alter the way in which maternal depressive symptoms confer risk for behavior problems.     

Toward Establishing the Transcultural Validity of Sluggish Cognitive Tempo: Evidence From a Sample of South Korean Children

All sluggish cognitive tempo (SCT) research has been conducted in North America and Western Europe, with the addition of 1 study in Chile. Our objective was to determine the internal and external validity of 9 SCT and 9 Diagnostic and Statistical Manual of Mental Disorders (5th ed.) attention deficit/hyperactivity disorder inattention (ADHD-IN) symptoms in South Korean children. Mothers, fathers, and teachers rated SCT, ADHD-IN, ADHD hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), anxiety, depression, academic impairment, and social impairment in 1st- to 6th-grade children (6–13 years of age) from South Korea (Sample 1: mothers rated 885 children and fathers rated 646 children; 941 unique children, 54% girls; Sample 2: 99 teachers rated 297 children, 44% girls). The SCT and ADHD-IN symptoms showed convergent validity (substantial loadings on their respective factors) and discriminant validity (loadings near zero on the alternative factor) across all three raters. Although ADHD-IN showed a positive relationship with ADHD-HI and ODD even after controlling for SCT across all three raters, SCT was nonsignificantly (mothers and fathers) or negatively (teachers) related to ADHD-HI and ODD after controlling for ADHD-IN. Higher SCT scores predicted higher anxiety, depression, academic impairment (teachers only), and social impairment (teachers only) even after controlling for ADHD-IN, whereas higher ADHD-IN scores predicted higher anxiety (mothers and fathers only), depression, academic impairment, and social impairment after controlling for SCT. The study provides initial evidence for the internal and external validity of SCT relative to ADHD-IN in South Korean children, thereby providing the first evidence for SCT’s validity in Asian children.     

Peer victimization, psychosocial adjustment, and physical activity in overweight and at-risk-for-overweight youth

OBJECTIVE: To examine the relationship between peer victimization and child and parent reports of psychosocial adjustment and physical activity in a clinical sample of at-risk-for-overweight and overweight children and adolescents. METHODS: The Schwartz Peer Victimization Scale, Children's Depression Inventory-Short Form, Multidimensional Anxiety Scale for Children, Social Physique Anxiety Scale, PACE+ Adolescent Physical Activity Measure, and Asher Loneliness Scale were administered to 92 children and adolescents (54 females) aged 8-18 years. The youth's parent/guardian completed the Child Behavior Checklist. RESULTS: Peer victimization was positively related to child-reported depression, anxiety, social physique anxiety, and loneliness, and parent-reported internalizing and externalizing symptoms. Peer victimization was negatively related to physical activity. Depressive symptoms and loneliness mediated the relations between peer victimization and physical activity. CONCLUSION: Recognition of the magnitude of the problem and the means of evaluating for peer victimization is important for clinicians who work with overweight youth. Assessing peer experiences may assist in understanding rates of physical activity and/or past nonadherence to clinician recommendations.     

Impact of perceived social support on depression in Chinese rural‐to‐urban migrants: The mediating effects of loneliness and resilience

The present study aimed to examine whether loneliness and resilience played the roles of mediators on the relationship between perceived social support and depression. A total of 712 Chinese rural‐to‐urban migrants from Nanjing, who were measured with perceived social support, resilience, loneliness, and depression, participated in the study. Results indicated that perceived social support and resilience were negatively associated with depression. Loneliness was a significant and negative predictor for depression. In addition, we also revealed that resilience and loneliness partially mediated the relationship between perceived social support and depression. These findings might develop a better understanding of depression in the course of migration.     

Longitudinal Associations Between Externalizing Problems and Symptoms of Depression in Children and Adolescents

The longitudinal links between symptoms of externalizing difficulties—oppositional defiant disorder (ODD) and conduct disorder (CD)—and symptoms of depression are unclear. Therefore, we were interested in examining the temporal relation of symptoms of ODD, CD, and depression across 7 years in a sample of 643 10-year-old children (M = 10.91, SD = 0.36) at Time 1 using cross-lagged path analysis. Although symptoms of ODD predicted depressive symptoms across most time points and CD at Time 1 negatively predicted depressive symptoms at Time 3, evidence of the inverse relation was also found for both ODD and CD. Sex differences did not emerge. These findings add to the mixed literature on the directionality of externalizing and internalizing difficulties in children and adolescents by suggesting the presence of a reciprocal relation.