The profiles of parent-child attachment network and its influence on longitudinal adolescent problematic mobile phone use: Based on random intercept latent transition analysis.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL
Zhaoyang Xie, Ningning Feng, Jieqi Wang, Cheng Xu, Yuqi Li, Can Yang, Wenjun Chen, Lijuan Cui
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引用次数: 0

Abstract

Given the lack of evidence, we cannot definitively determine the relationship between attachment networks and problematic mobile phone use, hindering effective intervention strategies. Therefore, a three-wave longitudinal study was designed to explore the heterogeneity of parent-child attachment networks using latent profile analysis (LPA) and random intercept latent transition analysis (RI-LTA). Participants included 2116 adolescents (ages 14-21; 53.8% girls). Results identified five stable parent-child attachment network profiles, each showing moderate but decreasing stability. Notably, adolescents who were grouped into an attachment network characterized by secure maternal attachment but insecure paternal attachment, similar to those in attachment networks with both insecure maternal and paternal attachment, scored higher levels of problematic mobile phone use than those who were grouped into attachment networks with both secure maternal and paternal attachment. Our findings fill empirical gaps and provide strong evidence supporting attachment-based interventions to reduce problematic mobile phone use.

亲子依恋网络特征及其对青少年纵向问题手机使用的影响:基于随机截距潜在转换分析。
由于缺乏证据,我们无法确定依恋网络和问题手机使用之间的关系,从而阻碍了有效的干预策略。为此,本研究采用潜在剖面分析(LPA)和随机截距潜在转移分析(RI-LTA)对亲子依恋网络的异质性进行了三波纵向研究。参与者包括2116名青少年(14-21岁,53.8%为女孩)。结果发现了五种稳定的亲子依恋网络,每一种都表现出中等但不断下降的稳定性。值得注意的是,那些被分组在以安全的母亲依恋和不安全的父亲依恋为特征的依恋网络中的青少年,与那些同时具有不安全的母亲和父亲依恋的依恋网络中的青少年相似,在手机使用问题上的得分高于那些被分组在具有安全的母亲和父亲依恋网络中的青少年。我们的发现填补了经验上的空白,并提供了强有力的证据,支持基于依恋的干预措施,以减少有问题的手机使用。
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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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