好友依恋关系与同伴依恋关系对青春期心理适应的不同预测作用

PPT下载：www.1ppt.com/moban/行业PPT模板：www.1ppt.com/hangye/节日PPT模板：www.1ppt.com/jieri/PPT素材下载：www.1ppt.com/sucai/PPT背景图片：www.1ppt.com/beijing/PPT图下载：www.1ppt.com/tubiao/优秀PPT下载：www.1ppt.com/xiazai/PPT教程：www.1ppt.com/powerpoint/Word教程：www.1ppt.com/word/Excel教程：www.1ppt.com/excel/资料下载：www.1ppt.com/ziliao/PPT课件下载：www.1ppt.com/kejian/范文下载：www.1ppt.com/fanwen/试卷下载：www.1ppt.com/shiti/教案下载：www.1ppt.com/jiaoan/Bestfriendattachmentversuspeerattachmentinthepredictionofadolescentpsychologicaladjustment（2010）JournalofAdolescence（ImpactFactor:1.638）好友依恋关系与同伴依恋关系对青春期心理适应的不同预测作用abstractThisstudyexaminedtheutilityofthenewlydevelopedAdolescentFriendshipAttachmentScale(AFAS)forthepredictionofadolescentpsychologicalhealthandschoolattitude.Highschoolstudents(266males,229females)wererecruitedfromprivateandpublicschoolsintheAustralianCapitalTerritorywithagesofparticipantsrangingfrom13to19years.Selfreportmeasuresofdepression,self-esteem,self-competenceandschoolattitudewereadministeredinadditiontotheAFASandashort-formoftheInventoryofParentalandPeerAttachment(IPPA).RegressionanalysesrevealedthattheAFASAnxiousandAvoidantscalesaddedtothepredictionofdepression,self-esteem,self-competence,andschoolattitudebeyondthecontributionoftheIPPA.ItisconcludedthattheAFAStapsaspectsofadolescentattachmentrelationshipsnotassessedbytheIPPAandprovidesausefulcontributiontoresearchandpracticeintheareaofadolescentpsycho-socialadjustment.本研究将高中生作为被试，并使用最新的青春期友谊依恋量表（AFAS）来预测青春期心理健康水平和学校态度，结合自我量表，与简版的父母和同伴依恋目录（IPPA）的预测力进行比较。结果显示，AFAS量表中的两个子量表对自我报告中的项目预测能力优于IPPA。IntroductionAconundruminunderstandingtheimportanceofadolescentfriendshipsisthatontheonehandtheycanseemintenseandhighlyinfluentialfortheadolescent,yetontheothertheyoftenseemtobesuperficialandtransient.Abodyofresearch,however,doesindicatethattheserelationshipsarelinkedtokeydevelopmentaltasks.Individuationfromthefamily,theformationofpersonalidentity,explorationofsexuality,conforming(orotherwise)toeducationalandcareerexpectationsarealloccurringwhentheadolescentislearninghowtorelatetopeersandwhattoexpectfromintimaterelationshipsoutsideofthefamily.Intimacyandemotionalsupportarealreadyemerginginfriendshipsbythemiddle-schoolyears(Berndt&Ladd,1989)andbyadolescencefriendsbecomethemajorsourceofintimacyanddisclosureandarekeyprovidersofbothemotionalandsocialsupport(Furman&Bierman,1984;Hazan&Zeifman,1994;Wilkinson,2004).Empiricalevidencesupportstheviewthatfriendships,ingeneral,playaroleinthepsychologicalhealthandadaptivefunctioningofadolescentsandthatpositiveintimatefriendshipswithpeersenhancepsychologicalwell-beingandbufferagainstpsycho-socialstress研究表明，朋友是获得亲密关系的重要来源，可以使个体青春期得到情感和社会支持，积极的友谊关系能够提高心理健康程度，也能抵抗压力。随着儿童进入青春期，依恋关系不再是家人，而是同伴或者朋友。Introductionjustmentindicatorssuchasschoolattitude,althoughameasureoffriendattachmentwas.DespitethewidespreadinterpretationoftheIPPAPeerscaleasanattachmentmeasure,Wilkinson(2008)haspointedoutthattherearelimitationstotheextenttowhichitcanactuallybeconsideredasameasureofintimate,dyadic,peerattachmentrelationships.Firstly,thewaytheIPPAPeerScaleisconstructedindicatesthatitismorelikelyameasureofthequalityofpeercliquerelationships(Brown&Klute,2003)ratherthandyadicattachmentwitha‘best’friend.InstructionsfortheIPPAPeerscaleandindividualitemsspecificallyrefertointeractionswith‘friends’ratherthanaparticularindividual.Thisleavesthepossibilityopenthatresponsesarebasedoninteractionswithagroupoffriendsorthatresponsestodifferentitemsmaybebasedonthebehaviorofdifferentfriends.Secondly,theIPPAwasdevelopedpriortotheextensiveliteraturedemonstratingtheimportanceofconsideringhyperactivation(anxiety)anddeactivation(avoidance)whenassessingattachmentconstructs(Shaver&Mikulincer,2002).Extensiveresearchhasdemonstratedthatthefundamentaldimensionsofattachmentanxietyandavoidancehavebeenfoundtounderliescale-basedandcategoricalself-reportmeasuresofattachment(Brennan,Clark,&Shaver,1998;Fraley,Niels,&Brennan,2000;Mikulincer&Shaver,2007).现在最常用的依恋量表是IPPA，但它只能预测心理健康水平，不能预测其他适应能力，它所测量的同伴依恋关系，仅仅是小群体中的同伴关系，是指朋友这个概念，而不是一个特定的个体，即最好的某个朋友。基于此，Wilkinson编制了AFAS量表，包括3个子量表（安全型依恋，焦虑型依恋，回避型依恋），用其测量与最亲密朋友之间的依恋体验。IntroductionThecurrentstudyhastwomajoraims:(1)toexaminetheparticularrelationshipsbetweenattachmenttofriendsandpsychologicaladjustment,and(2)toexploretheutilityofdistinguishingbetweenattachmentto‘best’friendsandthequalityofbroaderpeerfriendshipswhenconsideringsuchrelationships.UsingboththeAFASandtheIPPA,thecurrentcrosssectionalstudyseekstoclarifytherelationshipbetweenparental,peer,andbestfriendsourcesofsupportandtheirrelativeassociationswithadolescentpsychologicaladjustment.ItisarguedthatwhiletheIPPApeerattachmentmeasurehasbeenfoundtoberelatedtopsychologicaladjustmentforadolescents,thepatternofresultsitproduces,indicatesthatthisisbecauseittapsintothequalityofcliquepeergrouprelationshipsratherthandyadicattachmentprocesses.Becauseadolescent‘best’friendrelationshipsarearguedtohaveanattachmentformtheserelationshipscanbeseenasdistinctfromcliquerelationships.However,alongwithparentalattachments,bothcliquepeerrelationshipsandbestfriendattachmentsarearguedtohavesomeinputintothepsychologicalhealthandadjustmentoftheadolescent.研究目的：1探究朋友依恋与心理适应之间的特定关系。2探索狭义好友依恋与广义的同伴依恋之间的不同。3探索父母，同伴以及好友的支持与青春期心理适应能力之间的关系。研究假设：1由IPPA测量的父母与同伴关系与青春期心理健康水平和学校态度有关。2由AFAS测量的好友依恋关系也与心理健康水平和学校态度有关。3好友依恋关系对于心理健康和学校态度的预测作用优于父母和同伴依恋关系的预测作用。MethodsParticipantsTheparticipantsconsistedof495studentsattendingsecondaryschoolsintheAustralianCapitalTerritoryandincluded266males(53.7%)and229females(46.3%),agedbetween13and19years(M¼16.41,SD¼0.9).Themajorityofparticipants’parentswereprofessionals,managersoradministrativeworkers.Themajority(64.6%)ofadolescentsreportedlivinginafamilywithbothparents.Ofthesample,87%wereofAnglo–Europeandescentand9%ofAsiandescent.PowercalculationsusingtheG*Powerprogram(Faul,Erdfelder,Lang,&Buchner,2007)indicatedasamplesizeofatleast343wasrequiredtodetectsmalleffects(>.15)usingtwo-tailedcorrelationswitha¼.05andb¼.80.被试：招募AustralianCapitalTerritory第二学校495名高中生，266名男生（53.7%）和229名女生（46.3%），年龄13—19岁（(M=16.41,SD=0.9）。大多数被试的父母职业是教授，经理或者行政管理人员。64.6%的被试与父母同住。MethodsProcedureSchoolswereapproachedandwritteninformationandconsentformsweresenttoparticipantsandtheirparentsseveralweekspriortoconductingthestudytoinformthemofitsnatureandpurpose.Forthoseunder16yearsofage,bothactiveparentalandpersonalconsentwasrequiredforparticipation.Forthose16yearsandover,passiveparentalandactivepersonalconsentwasrequired.Ninety-twopercentofthoseapproachedagreetoparticipate.Duringclasstime,inaclassroomsetting,theparticipantsindividuallycompletedaquestionnairebookletconsistingoftheself-reportmeasuresdescribedbelow.程序：与学校签署，并告知父母和被试本研究的性质和目的。16岁以下的被试签署个人和家长知情同意书，被试在教室里完成所有问卷。MethodsMeasuresAdolescentfriendshipattachmentscale(AFAS)Thethirty-itemversionoftheAFASdevelopedbyWilkinson(2008)wasemployed.TheAFAShasthreescalesdesignedtomeasuretheattachmentaspectsofdyadic,bestfriendrelationshipsintermsofthesignificantdimensionsofattachmentworkingmodelsdescribedintheliterature.Participantsareinstructedtothinkofapeerthattheyfeelclosesttoandthenratestatements(items)onascalefrom‘‘stronglydisagree’’(1)to‘‘stronglyagree’’(5)withrespecttotheirrelationshipwiththat‘‘special’’person.Examplesofitemsare‘‘Icantrustmyfriend’’and‘‘Iwouldfinditdistressingifthisfriendshipended’’(Secure),‘‘Iworrymyfrienddoesn’treallylikeme’’and‘‘Ibecomeangrywithmyfriendwhenhe/shedoesnotunderstandme’’(Anxious),‘‘Idon’tlikedependingonmyfriend’’and‘‘Iavoiddiscussingpersonalthingswithmyfriend’’(Avoidant).Scalescoresarethesumofitemswithreversecodingofrelevantitems.Higherscoresindicatemoreattachmentsecurity,anxietyandavoidanceasappropriate.Thethreescaleshavebeenfoundtobeinternallyconsistent(Secure–13itemsa¼.901;Anxious/Ambivalent–9itemsa¼.820;Avoidant–8itemsa¼.773)andstableoveraonemonthperiod(test–retestcorrelations¼.791,.723,and.707respectively).测量：1青春期好友依恋量表（AFAS）由Wilkinson编制，共30个条目，测量好友依恋关系，被试想一个自己最好的朋友，根据每个项目内容进行打分，从非常不同意到非常同意5级评分，例如“我信任我的朋友”“我担心我的朋友不喜欢我”“我不喜欢依赖我的朋友”等问题。总分是所有项目之和，其中包括反向计分项。高分代表安全性依恋、焦虑型依恋以及回避型依恋关系是合理的。MethodsInventoryofpeerandparentattachment(IPPA)–shortformsQualityofadolescentattachmentwasassessedusingshort-formsoftheInventoryofParentandPeerAttachment(Armsden&Greenberg,1987).Fifteenitemseachseparatelyassessedmother,fatherandpeerattachmentquality.Respondentsratedeachitemusingafivepointscalerangingfrom‘‘almostneverornever’’(1)to‘‘alwaysoralmostalways’’(5)toindicatethedegreetowhichtheitemsweretrue.Examplesofitemsare:‘‘MymothersenseswhenI’mupsetaboutsomething’’(MotherAttachment),‘‘Myfatherhelpsmetounderstandmyselfbetter’’(FatherAttachment),and‘‘MyfriendsacceptmeasIam’’(PeerAttachment).Scalescoreswerethesumofitemswithreversecodingasappropriateandhighscoresindicategreaterperceivedattachmentthanlowscores.Internalconsistencyofthe15-itemscaleswerehigh(MotherAttachmenta¼.94;FatherAttachment,a¼.94;PeerAttachment,a¼.88).Arangeofmeasurestappingdifferentaspectsofadolescentpsychologicaladjustmentwereemployed.Theseincludedmeasuresofdepressivesymptoms,self-esteem(self-likingandself-competency),andattitudestowardsschool.2同伴与父母依恋条目（IPPA）—简版测量母亲、父亲与同伴依恋关系，每个子量表各有15个条目，使用从来不到经常5点计分，例如“当我心情烦躁时我的妈妈可以感受到”“我爸爸可以帮助我更好地了解自己”“我的朋友接受我”。高分代表更好的依恋感知能力。MethodsDepressionA10-itemscalewasusedtoassessdepressivesymptomsduringthepastmonth(Wilkinson,2004,2006).Itemswerebasedonthosefromotherwidelyusedandvalidatedmeasuresofdepressivesymptomsandexampleitemsinclude,‘‘I’vefeltsadorunhappy’’and‘‘I’vehadtroubleconcentrating’’.Respondentswereaskedtoindicatehowoftentheyhadexperiencedthatsymptominthelastmonthusinga3-pointscale(1¼never,2¼someofthetime,3¼alotofthetime).Thescalescorewasderivedbysummingitemsandhigherscoresindicategreaterdepression.Internalconsistencyofthescalewashigh(Cronbach’sa¼.83).3抑郁共10个条目，包括其他广泛使用的抑郁量表的内容，例如“我感到悲伤或不开心”，使用3点计分（1=从不，2=有时候，3=经常），测量被试前一个月里是否有抑郁症状。高分代表高抑郁水平。MethodsSelf-esteemSelf-esteemwasmeasuredusingthe16-itemSelf-Liking/Self-CompetenceScale-Revised(SLSC-R)(Tafarodi&Swann,2001).Thismeasuredifferentiatesbetweenself-esteemidentifiedasthepersonalappraisalofoneselfinrelationtosocialvaluesandworth(Self-Liking)andthevalueofqualitiesthatreflectself-efficacy(Self-Competency).Afivepointratingscalewasusedtoindicatetheextenttowhichparticipantsagreedwitheachitemdescription(1¼‘‘stronglydisagree’’to5¼‘‘stronglyagree’’).Internalconsistencyofbothscaleswashigh(Self-Likinga¼.87;Self-Competencea¼.89).4自尊包括自我悦纳和自我胜任力两个子量表，使用Self-Liking/Self-CompetenceScale-Revised(SLSC-R)量表测量自尊感，共16个条目，从非常不同意到非常同意5点计分。MethodsSchoolattitudeA10-itemschoolattitudescale(Wilkinson&Kraljevic,2004)wasusedtomeasuregeneralattitudestowardsteachers,schoolwork,and‘‘goingtoschool’’.Itemsforthemeasurewerebasedonotherwidelyusedandvalidatedinstrumentsandwererespondedtoonafour-pointscaleof1(stronglyagree)to4(stronglydisagree).Examplesofitemsinclude‘‘Ilikebeingatschool’’,‘‘Teachersoftentreatyoulikeyouwerekids’’and‘‘Ifindschoolworkeasy’’.Thescoresfortheitemswerecodedandsummedsothathigherscoresindicatedamorepositiveschoolattitude.Internalconsistencywashigh(Cronbach’sa¼.80).5学校态度共10个条目，测量对老师，学校学习的态度，从非常同意到非常不同意4点计分。例如“我喜欢在学校”“老师总是像孩子一样对待你”。高分代表更积极的学校态度。ResultsAfterscreeningforunivariateandmultivariateoutliersandfollowingalistwisedeletionstrategyformissingdata,Table1presentsthecorrelations,means,andstandarddeviationsbasedon482casesforthevariablesofinterest.ThepatternofrelationshipsbetweentheAFASscales,PeerAttachment,andthemeasuresofpsychologicaladjustmenttendtodiffer.AFASSecureonlyshowedasignificantrelationshipwithSchoolAttitude.AFASAnxiousandAvoidant,ontheotherhand,showedsignificant,butweak,correlationswithalloftheoutcomemeasures.TheIPPAparentalscalesshowedweaktomoderaterelationshipswithalloftheoutcomemeasures.TheIPPApeerscale,ontheotherhand,wasonlysignificantlyrelatedtoSchoolAttitude.ThePeerAttachmentscalewasmoderatelyrelatedtoalloftheAFASscalesaspredicted.TherelationshipsbetweentheIPPAParentalAttachmentscalesandtheAFASscales,however,appearcomplex.WhileAFASAnxiousdisplaysweaknegativerelationshipswithbothMaternalandPaternalAttachment,theAFASAvoidantscaleisnotrelatedtoeither.TheAFASSecurescale,ontheotherhand,iscorrelatedwithMaternalAttachmentbutnotPaternalAttachment.AFAS量表中安全型依恋仅仅与学校态度显著相关，焦虑型和回避型依恋与其他变量微弱相关。IPPA同伴依恋量表仅仅与学校态度相关。AFAS中焦虑型依恋与父母依恋微弱负相关，安全型依恋与母亲依恋相关。ResultsRegressionanalysesInordertoestablishthepredictivepowerofbestfriendattachmentinrelationtotheIPPAanddemographicvariables,aseriesofhierarchicalmultipleregressionanalyseswereconductedpredictingadolescentpsychologicalhealthandadjustmentindicators.SexandAgewereenteredintotheregressionmodelsonthefirststepinordertocontrolforsharedrelationshipswiththedependentandindependentvariables.NextIPPAMaternal,IPPAPaternal,andIPPAPeerAttachmentwereenteredintothemodelasablock.ThethreeAFASmeasureswerethenenteredseparatelyintothemodelasthelastthreesteps.回归分析：为了检验好友依恋对于青春期心理健康和适应能力的预测力，使用线性回归的方法。ResultsResultsDepressionInthefirstanalysissymptomsofdepressionwereconsideredasadependentvariableandthepredictivepoweroftheAFASscaleswereassessedbycreatingahierarchicalregressionequationwithotherqualityofattachmentmeasuresintheequation.Table2presentstheresultsoftheanalysis.AFASSecurewasnon-significantonentryandwasanon-significantpredictorinthefinalmodelpredictingdepressionscores.AlltheothervariablesweresignificantpredictorsofDepressionwiththeexceptionofIPPAPeer.AFASAnxiousandAFASAvoidantweresignificantpredictorsofDepressionindependentoftheotherattachmentmeasures.Approximately19%ofthevarianceinDepressionwasaccountedforbythepredictorset.TherewaslittlechangeinthebetaweightforIPPAPeerafterinclusionoftheAFASindicatingthatthereislittlesharedrelationshipbetweenDepression,IPPAPeer,andtheAFAS.AFAS中安全型依恋不能预测抑郁分数，焦虑型和回避型都可以预测，IPPA中的项目也可以预测抑郁程度（19%）。ResultsResultsSelf-likingThehierarchicalregressionmodelpredictingSelf-LikingispresentedinTable3.AFASSecurewasanon-significantpredictoronentryinStep3andinthefinalmodel.Alloftheremainingvariables,exceptforAge,weresignificantonentryandsignificantinthefinalmodel.AFASAnxiousandAvoidantweresignificant,thoughmodest,predictorsoftheself-likingaspectofself-esteem.UnlikethecaseforDepression,IPPAPeerwasfoundtobeasignificantpredictorofSelf-Liking.Approximately25%ofthevarianceinSelf-Likingwasaccountedforbythepredictorset.自我悦纳：安全型依恋对自我悦纳没有预测力，除了年龄之外，其他变量对自我悦纳都有显著的预测作用。焦虑型和回避型依恋与自我悦纳微弱相关，IPPA同伴依恋也可以预测自我悦纳程度（25%）。ResultsResultsSelf-competenceThehierarchicalregressionmodelpredictingSelf-CompetenceispresentedinTable4.Similartothepreviousregressionanalyses,AFASSecurewasanon-significantpredictorinthemodel.AlltheothervariablesweresignificantpredictorsofSelfCompetencewiththeexceptionofIPPAPeerandAge.AFASAnxiousandAFASAvoidantweresignificantpredictorsofSelfCompetenceindependentoftheattachmentmeasures.Approximately18%ofthevarianceinSelf-Competencewasaccountedforbythepredictorset.自我胜任力：安全型对其没有预测力，除了IPPA同伴依恋与年龄两个变量，其他变量对自我胜任力都有预测作用，焦虑型和回避型显著预测自我胜任力（18%）ResultsResultsSchoolattitudeThehierarchicalregressionmodelpredictingSchoolAttitudeispresentedinTable5.AFASSecurewasanon-significantpredictorinthemodel.AlltheothervariablesweresignificantpredictorsofSchoolAttitudewiththeexceptionofIPPA学校态度：安全型不能预测学校态度，除了IPPA父亲依恋变量，其他均可以预测学校态度。焦虑型和回避型也可以预测学校态度（25%）。ResultsDiscussion1结果表明,好友依恋关系与心理健康有关，AFAS三个子量表中的两个量表对青春期心理社会适应能力都有预测作用，即焦虑型和回避型量表对抑郁症状水平、学校态度、自我悦纳以及自我胜任力都有预测作用。2AFAS两个子量表（焦虑型和回避型）的预测作用要高于IPPA同伴量表的预测作用。3就抑郁而言，女孩的抑郁症状多于男孩，说明年龄与症状有微弱的相关，父母依恋关系都与抑郁症状有关，而IPPA中的同伴依恋关系与抑郁症状不相关。但是好友依恋中的焦虑型和回避型依恋可以预测抑郁症状。4在自我胜任力量表中，IPPA同伴依恋量表没有显著预测作用，说明IPPA同伴量表仅仅测量群体关系的质量，而不是真正的依恋关系。5同伴关系和好友依恋都预测积极的学校态度，朋友依恋中焦虑和回避越高，在好友关系中的安全感越低，对学校的积极态度也就越低。这些结果都说明了家庭内外的积极关系对于青春期社会适应的重要性。6青春期好友关系对于心理社会适应是非常重要的，它的影响力也区别于父亲、同伴以及群体关系。从青春期到成年期，他们的依恋关系也超越了家庭成员。同伴和群体对于他们的生活越来越重要。然而，这不意味着母亲的依恋关系被替代，父母仍然是情感和社会支持的重要来源。但进入成年期后，依恋的首要对象可能会发展为亲密的恋人。7本研究只是相关研究，并没有揭示出因果关系，即依恋关系影响社会适应，还是社会适应影响依恋关系。Discussion：青春期好友关系是非常重要的，会影响个体的社会适应能力，它与之前的同伴依恋关系是不同的，母亲、父亲、朋友以及同伴群体是青春期的核心社会关系。然而，当好友成为依恋关系网络中的一部分时，好友会扮演特殊的作用。青春期好友积极的依恋关系和家庭或同伴支持一样重要，依恋关系的建立是青春期必经阶段。PPT模板下载：www.1ppt.com/moban/行业PPT模板：www.1ppt.com/hangye/节日PPT模板：www.1ppt.com/jieri/PPT素材下载：www.1ppt.com/sucai/PPT背景图片：www.1ppt.com/beijing/PPT图表下载：www.1ppt.com/tubiao/优秀PPT下载：www.1ppt.com/xiazai/PPT教程：www.1ppt.com/powerpoint/Word教程：www.1ppt.com/word/Excel教程：www.1ppt.com/excel/资料下载：www.1ppt.com/ziliao/PPT课件下载：www.1ppt.com/kejian/范文下载：www.1ppt.com/fanwen/试卷下载：www.1ppt.com/shiti/教案下载：www.1ppt.com/jiaoan/