父亲心理控制与自主支持对小学儿童内外化问题的差异效应综述

A Review of the Differential Effects of Paternal Psychological Control and Autonomy Support on Internalizing and Externalizing Problems in Primary School Children

摘要: 小学阶段是儿童自我意识发展的关键期，易产生内化与外化两类适应问题。父亲作为核心教养主体，其心理控制与自主支持行为与子女心理适应存在长期且独特的联系。本文整合分析国内外研究发现：父亲自主支持与儿童内外化问题均呈负相关，可能是降低儿童问题行为风险的重要保护因素；父亲心理控制则与两类问题均呈正相关，且与外化问题的联系可能更为突出。在机制方面，现有研究提示，父子依恋与儿童自我控制可能在这些关系中起中介作用；儿童性别、年龄及社会文化变迁则可能对这些路径有调节作用。本文旨在梳理父亲教养与小学儿童心理健康之间关系的作用机制，为理论研究、实证探索与家庭教育干预提供参考。

Abstract: Primary school is a critical period for the development of children’s self-awareness, during which children are prone to two types of adjustment problems: internalizing and externalizing issues. Fathers’ psychological control and autonomy support behaviors have long-term and unique associations with their children’s psychological adjustment. By integrating and analyzing domestic and international studies, this paper finds that paternal autonomy support is negatively correlated with both internalizing and externalizing problems in children, and may act as a key protective factor against the risk of children’s problem behaviors; in contrast, paternal psychological control is positively correlated with both types of problems, with a possibly more prominent association with externalizing problems. In terms of mechanisms, existing studies suggest that father-child attachment and children’s self-control may play mediating roles in these relationships; children’s gender, age, and sociocultural changes may moderate these pathways. This paper aims to clarify the mechanisms underlying the relationship between paternal parenting and primary school children’s mental health, so as to provide references for theoretical research, empirical exploration, and family education interventions.