青少年情感学校参与与全球自尊：同伴接受和拒绝的遗传易感性

IF 1.2 4区心理学 Q4 PSYCHOLOGY, DEVELOPMENTAL

Merrill-Palmer Quarterly-Journal of Developmental Psychology Pub Date : 2019-04-01 DOI:10.13110/MERRPALMQUAR1982.65.2.0158

Sofie Danneel, H. Colpin, L. Goossens, M. Engels, K. Leeuwen, W. Noortgate, K. Verschueren

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引用次数: 11

摘要

摘要本研究探讨了同伴接受和拒绝对青少年整体自尊和情绪性学校投入的影响。此外，根据差异易感性假说，我们检查了5-羟色胺受体基因多态性(即5-HTTLPR)的潜在调节作用。样本包括1111名佛兰德青少年(49%是女孩;7-9年级的Mage = 13.79, SD = 0.94)。采用自我报告问卷、同行提名和唾液取样来收集数据。同伴排斥与较低的整体自尊和较少的情感学校参与有关。与我们的假设相反，同伴接纳与情感学校参与或全球自尊无关。此外，没有发现显著的调节作用。这些结果表明，只有同伴拒绝的负面经历对青少年的自尊和情感学校投入有影响。讨论了未来研究的意义和建议。

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Emotional School Engagement and Global Self-Esteem in Adolescents: Genetic Susceptibility to Peer Acceptance and Rejection

Abstract:In this study, the effects of peer acceptance and rejection on global self-esteem and emotional school engagement in adolescents were investigated. Moreover, in line with the differential susceptibility hypothesis, we examined the potential moderating effect of a polymorphism in the serotonin receptor gene (i.e., 5-HTTLPR). The sample consisted of 1,111 Flemish adolescents (49% girls; Mage = 13.79, SD = 0.94) in Grades 7–9. Self-report questionnaires, peer nominations, and saliva sampling were used to collect data. Peer rejection was associated with lower global self-esteem and less emotional school engagement. Contrary to our hypotheses, peer acceptance was not associated with emotional school engagement or global self-esteem. In addition, no significant moderating effects were found. These results indicate that only the negative experience of peer rejection plays a role in adolescents' self-esteem and emotional school engagement. Implications and suggestions for future research are discussed.

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来源期刊

Merrill-Palmer Quarterly-Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： This internationally acclaimed periodical features empirical and theoretical papers on child development and family-child relationships. A high-quality resource for researchers, writers, teachers, and practitioners, the journal contains up-to-date information on advances in developmental research on infants, children, adolescents, and families; summaries and integrations of research; commentaries by experts; and reviews of important new books in development.