初中生问题行为的潜在剖面及其预测因素分析
Latent Profile and Predictors of Problem Behaviors in Junior Middle School Students
摘要: 整群抽取645名在校初中生，采用人际关系分量表和中学生问题行为量表进行测量，并对其问题行为的特征进行潜在剖面分析，随后采取多元logistic回归探究初中生问题行为潜在类别的预测因素。结果分析表明初中生问题行为可分为问题行为低发组、问题行为普通组和问题行为高发组。多元logistic回归发现，师生关系和亲子关系越好，初中生更可能分为问题行为低的亚组。由此可见，初中生问题行为存在显著的群体异质性，亲子关系和师生关系对于问题行为的潜在类别具有显著的预测作用，而同伴关系对于问题行为的三个潜在类别没有明显的预测作用。
Abstract: In this study, a total of 645 junior middle school students were selected by cluster sampling. The interpersonal relationship subscale and the Middle School Students’ Problem Behavior Scale were used to measure the problem behaviors, and the potential profile analysis of the characteristics of the problem behaviors was conducted. Then the multivariate logistic regression was used to ex-plore the predictors of the potential categories of problem behaviors in junior middle school stu-dents. The results showed that the problem behaviors of junior middle school students could be di-vided into three groups: low, common and high incidence. Multiple logistic regression found that the better the teacher-student relationship and parent-child relationship, junior high school stu-dents were more likely to be divided into subgroups with low problem behaviors. It can be seen that there is significant group heterogeneity in problem behaviors among junior high school stu-dents, and parent-child relationship and teacher-student relationship have a significant predictive effect on the potential categories of problem behaviors, while peer relationship has no significant predictive effect on the three potential categories of problem behaviors.
文章引用：周荣荣, 唐闻捷 (2023). 初中生问题行为的潜在剖面及其预测因素分析. 心理学进展, 13(11), 5029-5039. https://doi.org/10.12677/AP.2023.1311633

参考文献

[1] 褚昕宇(2006). 不同动机气氛对初中学生体育学习兴趣和师生关系的影响实验研究. 硕士学位论文, 上海: 华东师范大学.
[2] 盖肖(2021). 家庭资源和学校资源对中考生问题行为的影响: 一项潜在剖面研究. 硕士学位论文, 济南: 山东师范大学.
[3] 高秋爽, 张琳, 张思凡, 陈亮(2019). 不良同伴交往与中职生的问题行为:性别的调节作用. 青少年学刊, (3), 23-30.
[4] 侯金芹, 陈祉妍(2016). 青少年抑郁情绪的发展轨迹: 界定亚群组及其影响因素. 心理学报, 48(8), 957-968.
[5] 李小青, 邹泓, 刘艳, 杨颖(2009). 中学生同伴依恋的特点及其与友谊质量的关系: 社会交往目标的中介作用. 心理发展与教育, 25(3), 32-38.
[6] 廖友国, 王峥, 陈建文, 张妍, 张本钰(2021). 初中生外化问题行为的潜在类别及其影响因素. 中国临床心理学杂志29(2), 297-300, 305.
[7] 林崇德(2008). 发展心理学. 人民教育出版社.
[8] 刘连启(2016). 师生关系的主观知觉对小学生抑郁和孤独感的影响. 教育导刊, (1), 40-43.
[9] 罗云(2017). 青少年内外化问题的形成: 环境压力、应激反应及迷走神经活动的调节作用. 博士学位论文, 西安: 陕西师范大学.
[10] 吕勤, 陈会昌, 王莉(2003). 儿童问题行为及其相关父母教养因素研究综述. 心理科学, 26(1), 130-132.
[11] 聂瑞虹, 周楠, 张宇驰, 方晓义(2017). 人际关系与高中生内外化问题的关系: 自尊的中介及性别的调节作用. 心理发展与教育, 33(6), 708-718.
[12] 潘彦谷, 张大均, 李知洋(2021). 亲子和同伴依恋对初中生心理素质发展的影响: 个人中心分析视角. 心理发展与教育, 37(4), 558-567.
[13] 彭小燕, 窦凯, 梁钰炫, 方浩帆, 聂衍刚(2021). 青少年同伴依恋与外化问题行为: 自尊和情绪调节自我效能感中介作用. 中国健康心理学杂志, (1), 118-123.
[14] 邱皓政(2008). 潜在类别模型的原理与技术. 教育科学出版社.
[15] 汤丹丹, 温忠麟(2020). 共同方法偏差检验: 问题与建议. 心理科学, 43(1), 215-223.
[16] 唐淼, 闫煜蕾, 王建平(2016). 师生关系和青少年内化问题: 自尊的中介作用. 中国临床心理学杂志, (6), 1101-1104.
[17] 王东方, 杨新华, 王思思, 陈春平, 孙梦, 张雯, 刘哲宁, 等(2019). 留守儿童心理弹性与精神病性体验的关系: 同伴依恋的调节效应. 中国临床心理学杂志, 27(5), 919-922, 927.
[18] 王孟成, 毕向阳(2018). 潜变量建模与Mplus应用∙进阶篇. 重庆大学出版社.
[19] 王鑫强, 张大均(2012). 初中生生活满意度的发展趋势及心理韧性的影响: 2年追踪研究. 心理发展与教育, 28(1), 91-98.
[20] 吴旻, 周欣然, 叶攀琴, 孙丽萍(2021). 师生、同伴、亲子关系对农村小学寄宿生心理资本的影响: 有调节的中介模型. 中国临床心理学杂志, 29(2), 230-235.
[21] 徐夫真, 张玲玲, 魏星, 张文新, 陈亮, 纪林芹, 陈欣银(2015). 青少年早期内化问题的稳定性及其与母亲教养的关系.心理发展与教育, 31(2), 204-211.
[22] 杨会芹, 刘晖, 周宁(2016). 社会支持在城市流动儿童生活事件与心理健康关系中的调节效应. 中国临床心理学杂志, (6), 1120-1122.
[23] 苑媛, 梁周健, 张丽(2023). 结构性校园氛围与中学生抑郁: 社会支持的中介作用和性别的调节作用. 心理发展与教育, (6), 869-876.
[24] 曾津, 周建军(2017). 高维数据变量选择方法综述. 数理统计与管理, 36(4), 678-692.
[25] 张洁婷, 焦璨, 张敏强(2010). 潜在类别分析技术在心理学研究中的应用. 心理科学进展, 18(12), 1991-1998.
[26] 周浩, 龙立荣(2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942-950.
[27] 邹泓, 刘艳, 张文娟, 蒋索, 周晖, 余益兵(2015). 青少年社会适应的保护性与危险性因素的评估. 心理发展与教育, 31(1), 29-36.
[28] Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms and Profiles. Univer-sity of Vermont.
[29] Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/Adolescent Behavioral and Emotional Problems: Implications of Cross-Informant Correlations for Situational Specificity. Psychological Bulletin, 101, 213-232.
[30] Bireda, A. D. (2014). Parent-Adolescent Relationship and Adolescents’ Adjustment Problems: Adolescents’ Voices. Master’s Thesis, University of South Africa.
[31] Buyse, E., Verschueren, K., & Doumen, S. (2011). Preschoolers’ Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference? Social Devel-opment, 20, 33-50.[CrossRef] 
[32] Chen, X., Huang, X., Wang, L., & Lei, C. (2012). Aggression, Peer Relationships, and Depression in Chinese Children: A Multiwave Longitudinal Study. Journal of Child Psychology and Psychiatry, 53, 1233-1241.[CrossRef] [PubMed]
[33] Davis, K. (2013). Young People’s Digital Lives: The Impact of Interpersonal Relationships and Digital Media Use on Adolescents’ Sense of Identity. Computers in Human Behavior, 29, 2281-2293.[CrossRef] 
[34] Ding, Y., Li, D., Li, X., Xiao, J., Zhang, H., & Wang, Y. (2020). Profiles of Adolescent Traditional and Cyber Bullying and Victimization: The Role of Demographic, Individual, Family, School, and Peer Factors. Computers in Human Behavior, 111, Article ID: 106439.[CrossRef] 
[35] Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The Study of Stress and Competence in Children: A Building Block for Developmental Psychopathology. Child Development, 55, 97-111.[CrossRef] [PubMed]
[36] Keizer, R., Helmerhorst, K. O. W., & van Rijn-van Gelderen, L. (2019). Per-ceived Quality of the Mother-Adolescent and Father-Adolescent Attachment Relationship and Adolescents’ Self-Esteem. Journal of Youth and Adolescence, 48, 1203-1217.[CrossRef] [PubMed]
[37] Mauno, S., Makikangas, A., & Kinnunen, U. (2016). A Longitudinal Person-Centred Approach to the Job Demands-Control Model. European Journal of Work and Organizational Psychology, 25, 914-927.[CrossRef] 
[38] Miller-Lewis, L. R., Sawyer, A. C., Searle, A. K., Mittinty, M. N., Sawyer, M. G., & Lynch, J. W. (2014). Student-Teacher Relationship Trajectories and Mental Health Problems in Young Children. BMC Psychology, 2, Article No. 27.[CrossRef] [PubMed]
[39] Oh, Y., Greenberg, M. T., Willoughby, M. T. et al. (2020). Examin-ing Longitudinal Associations between Externalizing and Internalizing Behavior Problems at Within- and Between-Child Levels. Journal of Abnormal Child Psychology, 48, 467-480.[CrossRef] [PubMed]
[40] Olivier, E., Morin, A. J. S., Vitaro, F., & Galand, B. (2021). Chal-lenging the “Mean Kid” Perception: Boys’ and Girls’ Profiles of Peer Victimization and Aggression from 4th to10th Grades. Journal of Interpersonal Violence, 37, NP15095-NP15129.[CrossRef] [PubMed]
[41] Olson, D. H., Sprenkle, D. H., & Russell, C. S. (1979). Circumplex Model of Marital and Family System: I. Cohesion and Adaptabil-ity Dimensions, Family Types, and Clinical Applications. Family Process, 18, 3-28.[CrossRef] [PubMed]
[42] Thapar, A., Collishaw, S., Pine, D. S., & Thapar, A. K. (2012). Depression in Adolescence. The Lancet, 379, 1056-1067.[CrossRef] 
[43] Vallancourt, T., Brittain, H. L., Mcdougall, P., & Duku, E. (2013). Longitudinal Links between Childhood Peer Victimization, Internalizing and Externalizing Problems, and Academic Functioning: Developmental Cascades. Journal of Abnormal Child Psychology, 41, 1203-1215.[CrossRef] [PubMed]
[44] Wang, M., & Hanges, P. J. (2011). Latent Class Procedures: Appli-cations to Organizational Research. Organizational Research Methods, 14, 24-31.[CrossRef] 
[45] Yun, H. J., Cui, M., & Blair, B. L. (2016). The Mediating Roles of Adolescent Disclosure and Parental Knowledge in the Association between Parental Warmth and Delinquency among Kore-an Adolescents. Journal of Child & Family Studies, 25, 2395-2404.[CrossRef] 
[46] Zhao, J., Li, Q, Wang, L., Lin, L., & Zhang, W. (2019). Latent Profile Analysis of Left-Behind Adolescents’ Psychosocial Adaptation in Rural China. Journal of Youth and Adolescence, 48, 1146-1160.[CrossRef] [PubMed]
[47] Zhao, S., Chen, X., & Wang, L. (2015). Maternal Parenting and So-cial, School, and Psychological Adjustment of Migrant Children in Urban China. International Journal of Behavioral De-velopment, 39, 541-551.[CrossRef]