教师和同伴关系亚型对中国留守儿童社会能力和问题行为的影响：潜在转变分析

IF 2.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Applied Developmental Psychology Pub Date : 2025-08-29 DOI:10.1016/j.appdev.2025.101859

Lanlan Luo , Yuanfang Guo , Yu Zhou , Chuanjiang Li

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引用次数: 0

摘要

本研究采用纵向设计，探讨了教师和同伴关系亚型对240名中国留守儿童及其教师社会能力和问题行为的影响。研究发现儿童的老师和同伴关系有四种不同的特征：以老师为导向、以同伴为导向、适应性强和高度的亲密/冲突二元性。潜在的转变分析揭示了参与者在两年内教师和同伴关系概况中的百分比动态变化。其中，教师导向组的儿童数量减少，同伴导向组的儿童数量增加，适应组的儿童数量相对稳定。教师关系类型和同伴关系类型对留守儿童的社会能力具有预测作用。与同伴导向和老师导向的孩子相比，适应型的孩子在第一波的所有三个社会能力结果中表现最好。在第二阶段，亲密/冲突双重人格的孩子在社交能力上表现最好。讨论了如何帮助留守儿童形成积极的教师和同伴关系的意义。

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The influence of teacher and peer relationship subtypes on social competence and problem behaviors of left-behind children in China: Latent transition analysis

The study explored the effect of teacher and peer relationship subtypes on social competence and problem behaviors among 240 Chinese left-behind children and their teachers in a longitudinal design. The study found four distinct profiles of children's teacher and peer relationships: teacher-oriented, peer-oriented, adaptive and high closeness/conflict duality. Latent transition analysis revealed a dynamic change in the percentage of participants who were in the profiles of teacher and peer relationships across two years. Specifically, children fell in the teacher-oriented profile decreased, children in the peer-oriented profile increased, and children in the adaptive group was relatively stable. Results also indicated that the types of teacher and peer relationships predicted left-behind children's social competence. Children in the adaptive profile fared the best in all three social-competence outcomes at Wave 1, compared to the peer-oriented and teacher-oriented profiles. At Wave 2, children in the high closeness/conflict duality profile performed best on social competence. Implications on ways to help left-behind children form positive teacher and peer relationships are discussed.

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来源期刊

Journal of Applied Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.10

自引率

3.30%

发文量

期刊介绍： The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly.