儿童时期学业成就、内化和外化症状的共同发展轨迹：不适应养育和欺凌受害的作用

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-03-17 DOI:10.1016/j.learninstruc.2025.102115

Xiaofei Li , Xue Gong , Jianhua Zhou

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引用次数: 0

摘要

儿童时期同时出现的低学习成绩和高精神病理症状与不良的长期预后相关。然而，关于它们的纵向关系的证据仍然不确定，并且它们的联合发育过程中的亚群差异尚未得到充分探讨。目的本研究探讨儿童时期学业成就、内化和外化症状的共同发展轨迹，以及不适应父母教养和欺凌受害等风险因素与轨迹成员的关系。本研究包括3132名中国小学生(45.9%为女生；年龄= 9.88岁，时间1时SD = 0.72)及其父母。方法在两年多的时间里，分五次，每隔6个月收集数据。采用平行过程潜类增长模型来识别不同的发展轨迹。结果发现了6条不同的发展轨迹：(1)侵蚀效应-最高风险组（2.6%），(2)最优组（49.7%），(3)平均组（22.0%），(4)侵蚀效应-高风险组（10.4%），(5)弱势成长者-高外化组（8.8%），(6)弱势成长者-高内化组（6.5%）。多项逻辑回归分析显示，不适应的养育方式（心理控制和严厉的惩罚控制）和两种欺凌伤害亚型（言语和关系伤害，但不包括身体伤害）显著增加了学业成绩和精神病理症状不良共同发展的风险。结论学业成绩与精神病理症状的共同发展轨迹存在显著的异质性。研究结果为制定针对性的预防策略以减少小学生不良的共同发展结果提供了有价值的见解。

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Joint developmental trajectories of academic achievement, internalizing and externalizing symptoms in childhood: Roles of maladaptive parenting and bullying victimization

Background

Co-occurring low academic achievement and high psychopathological symptoms during childhood are associated with adverse long-term outcomes. However, evidence regarding their longitudinal relations remains inconclusive, and subgroup differences in their joint developmental processes are underexplored.

Aims

This study investigated the joint developmental trajectories of academic achievement, internalizing and externalizing symptoms in childhood, and how risk factors, including maladaptive parenting and bullying victimization, related to trajectory memberships.

Sample

The study included 3132 Chinese elementary school students (45.9 % girls; M_age = 9.88 years, SD = 0.72 at Time 1) and their parents.

Method

Data were collected over two years in five waves at six-month intervals. A parallel-process latent class growth model was employed to identify distinct developmental trajectories.

Results

Six distinct developmental trajectories were identified: (1) Erosion effect-highest risk group (2.6 %), (2) Optimal group (49.7 %), (3) Average group (22.0 %), (4) Erosion effect-high risk group (10.4 %), (5) Vulnerable achievers-high externalizing group (8.8 %), and (6) Vulnerable achievers-high internalizing group (6.5 %). Multinomial logistic regression analyses revealed that maladaptive parenting (psychological control and harsh punitive control) and two subtypes of bullying victimization (verbal and relational, but not physical victimization) significantly increased the risk of adverse co-development of academic performance and psychopathological symptoms.

Conclusion

These findings demonstrate significant heterogeneity in the joint developmental trajectories of academic performance and psychopathological symptoms. The identified roles of maladaptive parenting and bullying victimization offer valuable insights for developing targeted prevention strategies to reduce adverse co-developmental outcomes among elementary school students.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.