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彭银辉, 赵莉, 李祥, 等. 家庭功能对青少年内外化问题行为的影响:共情和情绪能力的多重中介作用[J]. 四川大学学报(医学版), 2024, 55(1): 146-152. DOI: 10.12182/20240160507
引用本文: 彭银辉, 赵莉, 李祥, 等. 家庭功能对青少年内外化问题行为的影响:共情和情绪能力的多重中介作用[J]. 四川大学学报(医学版), 2024, 55(1): 146-152. DOI: 10.12182/20240160507
PENG Yinhui, ZHAO Li, LI Xiang, et al. Effect of Family Functioning on Adolescents' Internalizing and Externalizing Problem Behaviors: The Multiple Mediating Roles of Empathy and Emotional Competence[J]. Journal of Sichuan University (Medical Sciences), 2024, 55(1): 146-152. DOI: 10.12182/20240160507
Citation: PENG Yinhui, ZHAO Li, LI Xiang, et al. Effect of Family Functioning on Adolescents' Internalizing and Externalizing Problem Behaviors: The Multiple Mediating Roles of Empathy and Emotional Competence[J]. Journal of Sichuan University (Medical Sciences), 2024, 55(1): 146-152. DOI: 10.12182/20240160507

家庭功能对青少年内外化问题行为的影响:共情和情绪能力的多重中介作用

Effect of Family Functioning on Adolescents' Internalizing and Externalizing Problem Behaviors: The Multiple Mediating Roles of Empathy and Emotional Competence

  • 摘要:
    目的 探析共情和情绪能力在家庭功能和青少年内外化问题行为关联之间的中介作用。
    方法 采用成都儿童正向成长队列中2022年6–7月调查数据,研究对象为成都市6所中小学5~9年级学生。分别使用Achenbach儿童行为量表(CBCL)、中国家庭评估测量工具(C-FAI)、人际反应指数中文版共情分量表(C-IRI)、中国积极青年发展量表(CPYD)情绪能力(EC)分量表评估调查对象的内外化问题行为、家庭功能、共情和情绪能力,以各量表总得分分别除以各维度条目数后的平均分为其最终得分。采用独立样本t检验或单因素方差分析,考察在不同人口统计学特征(性别、年级和地区)学生群体间,家庭功能、共情、情绪能力和内外化问题行为间的差异。采用Pearson相关分析考察家庭功能、共情、情绪能力与内外化问题行为之间的关系。使用AMOS 24.0验证假设模型,并通过结构方程模型检验共情和情绪能力在家庭功能与青少年内外化问题行为间的中介作用。
    结果 本研究共纳入研究对象3026名,其中男生1548人(51.16%),女生1478人(48.84%);5年级798人(26.37%),6年级738人(24.39%),7年级567人(18.74%),8年级614人(20.29%),9年级309人(10.21%);城镇2064人(68.21%),农村962人(31.79%)。差异性分析结果显示,青少年内外化问题行为在不同年级学生之间差异有统计学意义(P=0.004),且家庭功能、共情能力得分在不同年级学生间差异也有统计学意义(均P<0.001),而青少年内外化问题行为在不同性别和地区间的差异无统计学意义(P=0.919,0.959)。相关性分析结果显示,家庭功能得分(得分越高家庭功能越差)与共情、情绪能力均呈负相关(r=−0.482、−0.432,P<0.01),与内外化问题行为呈正相关(r=0.220,P<0.01);共情与情绪能力呈正相关(r=0.402,P<0.01);共情、情绪能力与内外化问题行为各维度均呈负相关(r=−0.115、−0.305,P<0.01)。情绪能力在家庭功能与青少年内外化问题行为之间起部分中介作用,中介效应值为0.042(95%CI:0.031~0.057);共情、情绪能力在家庭功能与青少年内外化问题行为之间起链式中介作用,中介效应值为0.010(95%CI:0.007~0.014)。
    结论 家庭功能可直接、并通过共情和情绪能力的链式中介作用影响青少年内外化问题行为。

     

    Abstract:
    Objective To examine the mediating role of empathy and emotional competence in the association between family functioning and internalizing and externalizing problem behaviors among adolescents in China.
    Methods In this study, we used the data from the June–July 2022 survey of Chengdu Positive Child Development (CPCD) cohort. All respondents were 5th-9th graders from six primary or secondary schools in Chengdu. The Achenbach Child Behavior Checklist (CBCL), the Chinese Family Assessment Instrument (C-FAI), the empathy subscale of the Chinese version of the Interpersonal Reactivity Index (C-IRI), and the emotional competence (EC) subscale of the Chinese Positive Youth Development Scale (CPYD) were used to evaluate the respondents' internalizing and externalizing problem behaviors, family functioning, empathy, and emotional competence, respectively. The average score derived from the total score of a scale divided by the number of entries in each dimension was used as the final score of the scale. Independent samples t-tests or one-way analysis of variance (ANOVA) were performed to examine the differences in family functioning, empathy, emotional competence, and internalizing and externalizing problem behaviors across student groups with different demographic characteristics (sex, grade, and region). Pearson correlation analysis was conducted to examine the relationship between family functioning, empathy, emotional competence, and internalizing and externalizing problem behaviors. AMOS 24.0 was used to validate the hypothesized model and structural equation modeling was used to analyze the mediating effects of empathy and emotional competence between family functioning and internalizing and externalizing problem behaviors among adolescents.
    Results A total of 3026 eligible participants were included, including 1548 (51.16%) male students and 1478 (48.84%) female students. Among the respondents, 798 (26.37%) were 5th graders, 738 (24.39%) were 6th graders, 567 (18.74%) were 7th graders, 614 (20.29%) were 8th graders, and 309 (10.21%) were 9th graders. In addition, 2064 (68.21%) of all respondents were from urban areas and 962 (31.79%) were from rural areas. The results of the difference analysis showed that the differences in adolescents' internalizing and externalizing problem behaviors were statistically significant between students of different grades (P=0.004), and that the differences in family functioning and empathy scores were also statistically significant between students of different grades (all P<0.001), whereas the differences in adolescents' internalizing and externalizing problem behaviors were not statistically significant between sexes and regions (P=0.919, 0.959). The results of correlation analysis showed that family functioning scores (the higher the score, the worse the family functioning) were significantly negatively correlated with empathy and emotional competence (r=−0.482, −0.432, P<0.01), and significantly positively correlated with internalizing and externalizing problem behaviors (r=0.220, P<0.01). Empathy was significantly positively correlated with emotional competence (r=0.402, P<0.01). Empathy and emotional competence were significantly negatively correlated with all the dimensions of internalizing and externalizing problem behaviors (r=−0.115, −0.305, P<0.01). Emotional competence partially mediated the relationship between family functioning and adolescents' internalizing and externalizing problem behaviors, with a mediation effect value being 0.042 (95% confidence interval CI: 0.031-0.057). Empathy and emotional competence had chain mediation effect between family functioning and adolescents' internalizing and externalizing problem behaviors, with the value of the mediation effect being 0.010 (95% CI: 0.007-0.014).
    Conclusion Family functioning influences adolescents' internalizing and externalizing problem behaviors in a direct way and through the chain-mediating roles of empathy and emotional competence.

     

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