父母差别对待对小学生学校适应的影响——同胞关系与自我效能感的链式中介作用

The Impact of Parental Differential Treatment on Primary School Students’ School Adjustment —The Chain Mediating Role of Sibling Relationship and Self-Efficacy

摘要: 为探讨父母差别对待对小学生学校适应的影响及其作用机制，本研究基于家庭系统理论和社会认知理论，构建了一个链式中介模型，考察同胞关系与自我效能感在其中的中介作用。采用分层抽样法，对深圳市某小学266名三至六年级学生进行问卷调查。结果表明：(1) 父母差别对待显著负向预测小学生的学校适应；(2) 同胞关系与自我效能感在父母差别对待与学校适应之间分别起部分中介作用；(3) 同胞关系与自我效能感在两者关系中存在显著的链式中介效应，即父母差别对待通过降低同胞关系质量，进一步降低自我效能感，最终影响学校适应。研究揭示了家庭系统中父母差别对待影响儿童学校适应的内在路径，强调在干预中需统筹家庭关系与个体认知因素，为促进多子女家庭儿童健康发展提供理论依据与实践启示。

Abstract: To explore the impact of parental differential treatment on primary school students’ school adjustment and its mechanism of action, this study constructed a chain mediating model based on the Family Systems Theory and the Social Cognitive Theory, aiming to examine the mediating roles of sibling relationship and self-efficacy in this process. A questionnaire survey was conducted on 266 students from the third to sixth grades of a primary school in Shenzhen using the stratified sampling method. The results showed that: (1) Parental differential treatment significantly and negatively predicted primary school students’ school adjustment; (2) Sibling relationship and self-efficacy each played a partial mediating role between parental differential treatment and school adjustment; (3) There was a significant chain mediating effect of sibling relationship and self-efficacy in the relationship between the two variables. Specifically, parental differential treatment reduced the quality of sibling relationship, which further weakened self-efficacy, and ultimately affected school adjustment. This study reveals the internal path through which parental differential treatment in the family system influences children’s school adjustment, emphasizes that both family relationship and individual cognitive factors should be taken into account in interventions, and provides theoretical basis and practical implications for promoting the healthy development of children in multi-child families.