Parental reflective functioning and internalizing symptoms predict altruistic prosocial behaviour in children.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Daniel McGlade, Helena Rutherford, Eamon McCrory, Nikolaus Steinbeis
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引用次数: 0

Abstract

Mental health has a profound impact on how we interact with the world. How it shapes prosocial behaviour during middle childhood, a period crucial for establishing healthy relationships, remains poorly understood. Moreover, whilst child mental health and prosocial behaviour are influenced by caregiving experience more broadly, less is known about how they are shaped by parental reflective functioning (PRF), that is parents' capacity to represent their child's underlying mental states. A longitudinal design, with assessments at baseline and 1 year follow-up, was used with 233 children (111 boys; 6-13 years old; 54.9% White, 17.2% Asian, 2.58% Black, 14.2% Multiple ethnic groups, 2.58% Other, 8.58% data unavailable). Using path modelling, we examined interrelations between baseline PRF, baseline child internalizing symptoms, and follow-up child altruistic prosocial behaviour. At baseline, PRF was associated with child internalizing symptoms, whilst PRF and internalizing symptoms positively predicted altruistic behaviour 1 year later. These findings suggest that mental health and caregiving experience are key influences on altruistic behaviour in childhood.

父母的反思功能和内化症状可预测儿童的利他性亲社会行为。
心理健康对我们如何与世界互动有着深远的影响。它是如何在儿童中期塑造亲社会行为的,这是建立健康关系的关键时期,人们仍然知之甚少。此外,虽然儿童的心理健康和亲社会行为更广泛地受到照顾经验的影响,但人们对父母的反思功能(PRF)如何影响它们知之甚少,即父母代表孩子潜在精神状态的能力。纵向设计,基线评估和1年随访,对233名儿童(111名男孩;6-13岁;54.9%白人,17.2%亚洲人,2.58%黑人,14.2%多种族,2.58%其他,8.58%数据不详)。使用路径模型,我们检查了基线PRF、基线儿童内化症状和随访儿童利他性亲社会行为之间的相互关系。在基线时,PRF与儿童内化症状相关,而PRF和内化症状积极预测1年后的利他行为。这些发现表明,心理健康和照顾经历是影响儿童利他行为的关键因素。
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来源期刊
British Journal of Developmental Psychology
British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;
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