青少年的心理健康：父母教养方式、学业成败的因果归因以及认知的学校成绩的作用

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2024-04-05 DOI:10.1177/07342829241245462

Alane Pereira Madalena, Gleidson Diego Lopes Loureto, José Anderson Galdino Santos, Layrtthon Carlos de Oliveira Santos, Gabriel Fortes, Leogildo Alves Freires

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引用次数: 0

摘要

我们研究了感知到的父母教养方式、学业成功/失败的因果关系以及感知到的学校成绩（PSP）对青少年心理健康（PWB）的影响。200 名巴西青少年回答了 "父母养育方式及维度问卷"、"心理健康量表 "和 "学业成败因果关系评分量表"（RSCA）。结果表明，权威型养育风格（APS）、内部和可控归因（应对学业成败的适当动机；ICASF）以及 PSP 可以预测青少年的学业成绩。此外，我们还测试了一个中介模型，结果表明，ICASF 在权威型教养方式和学业成就感之间起中介作用，进而导致更好的学业成就感。这些结果凸显了父母教养方式和基于学校的因果归因与了解青少年心理健康的相关性。我们的研究结果有助于采取干预措施，使教学过程更加有效，从而提高青少年的心理健康水平。

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Psychological Well-Being Among Adolescents: The Role of Parenting Styles, Causal Attributions of Academic Success/Failure, and Perceived School Performance

We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents’ psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure (RSCA). The results showed that adolescents’ PWB was predicted by authoritative parenting style (APS), internal and controllable attributions (appropriate motivations to cope with academic success/failure; ICASF), and PSP. In addition, we tested a mediation model showing that the ICASF mediated the relationship between APS and PSP, which in turn led to better PWB. These results highlighted the relevance of parenting styles and school-based causal attributions for the understanding of adolescents’ mental health. Our findings can support interventions that enable more effective teaching–learning processes, which are associated with higher levels of mental health for the adolescent population.

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.