累积家庭风险与学前儿童问题行为的关系模式：执行功能的中介作用*

doi:10.16719/j.cnki.1671-6981.20240126

摘要/Abstract

摘要： 选取177名学前儿童（108名男孩, M = 5.19岁）及其母亲为研究对象,考察累积家庭风险与学前儿童内化和外化问题的关系模式、执行功能的中介作用及性别特异性。结果发现：（1）累积家庭风险对学前期男孩和女孩的外化问题有显著正向预测作用,符合线性模型;（2）累积家庭风险与学前期男孩的内化问题符合线性模型,与女孩的内化问题符合恶化模型;（3）执行功能的中介作用显著,累积家庭风险通过儿童执行功能进而影响问题行为,且这一中介作用具有跨性别一致性。研究结果为累积风险模型提供了证据,也为有效预防和干预儿童的问题行为提供了启示。

关键词: 累积家庭风险, 执行功能, 内化问题, 外化问题

Abstract: Family risks are considered as important antecedents of problem behaviors. These risks usually emerge together and influence problem behaviors in preschool children with a cumulative way. Compared with a single family risk, cumulative family risks have much stronger effect on problem behaviors. However, the pattern of the relationship conforming to the linear model or the nonlinear model remains to be examined. Furthermore, little is known about the potential mechanism between cumulative family risks and problem behaviors. Executive function refers to a series of advanced cognitive processes including inhibitory control, working memory, and cognitive flexibility, which is vulnerable to family risks and closely related to problem behaviors. What’s more, there are significant gender differences in executive function and problem behaviors. Therefore, the current study examined the relationship between cumulative family risks and problem behaviors. More importantly, the cognitive mechanism of executive function and gender differences in above relationships were further tested.
One hundred and seventy-seven preschoolers (108 boys, M_age = 5.19 years old) and their mothers were recruited in a kindergarten from Hebei Province. Cumulative family risks were measured by 6 variable indicators of family structure, socioeconomic status, and parenting behavior. Then the cumulative risk index was calculated by summing these risks up through the way suggested by previous studies. Problem behaviors were measured by the strength and difficulty questionnaire (SDQ). Meanwhile, three tasks in the NIH Toolbox Application (i.e., the flanker inhibitory control attention test, the dimensional change card sort test, and the list sorting working memory test) were used to measure children’s executive function. The results showed that: (1) Cumulative family risk was positively associated with externalizing behaviors in boys and girls, and the pattern was in line with the linear mode; (2) The pattern of relations between Cumulative family risk and boy’s internalizing behaviors conformed to the linear model, whereas the pattern of relations in girls conformed to the nonlinear model; (3) Children’s executive function mediated the associations between cumulative family risk and problem behaviors, and this mediating effect was cross-gender consistent. These results indicated that cumulative family risk has similar effects on externalizing behaviors among boys and girls, but has a greater impact on internalizing behaviors in girls than boys. Additionally, executive function served as a mediator between cumulative family risk and problem behaviors.
Under the Cumulative Risk Model, this study clarified the special relationship patterns and underlying mechanisms of the associations between cumulative family risk and preschoolers’ problem behaviors, which provided valuable guidance for effective prevention and interventions of preschooler’s problem behaviors. Future prevention and intervention programs should pay more attention to preschool girls who are exposed to multiple risk factors. Furthermore, according to the findings, improving preschool children’s executive function may help to reduce both preschool boys’ and girl’s problem behaviors.

Key words: cumulative family risk, executive function, internalizing problems, externalizing problems

王文慧, 邢淑芬, 白荣, 王国鑫. 累积家庭风险与学前儿童问题行为的关系模式：执行功能的中介作用^*[J]. 心理科学, 2024, 47(1): 220-228.

Wang Wenhui, Xing Shufen, Bai Rong, Wang Guoxin. The Functional Relationship between Cumulative Family Risk and Preschooler’s Problem Behaviors: The Cognitive Mechanism of Executive Function[J]. Journal of Psychological Science, 2024, 47(1): 220-228.

参考文献

[1] 高鑫, 丁碧蕾, 冯姝慧, 邢淑芬. (2018). 父母心理控制和儿童消极情绪性对学前儿童问题行为的共同作用: “素质-压力”还是“差别易感性”. 心理发展与教育, 34(1), 28-37.
[2] 孟灵博, 杨思渊, 麦坚凝, 李小晶. (2016). 学龄前儿童行为问题发展及影响因素的纵向研究. 中华实用儿科临床杂志, 31(14), 1091-1094.
[3] 熊俊梅, 海曼, 黄飞, 辛亮, 徐颖. (2020). 家庭累积风险与青少年心理健康的关系——心理资本的补偿效应和调节效应. 心理发展与教育, 36(1), 94-102.
[4] Achenbach, T. M., & Edelbrock, C. S. (1981). Behavioral problems and competencies reported by parents of normal and disturbed children aged four through sixteen. Monographs of the Society for Research in Child Development, 46(1), 1-82.
[5] Addy S., Engelhardt W., & Skinner C. (2013). Basic facts about low-income children: Children aged 6 through 11 years, 2011. from https://www.nccp.org/publication/basic-facts-about-low-income-children-children-aged-6-through-11-years-2011/
[6] Appleyard K., Egeland B., van Dulmen, M. H. M., & Alan Sroufe L. (2005). When more is not better: The role of cumulative risk in child behavior outcomes. Journal of Child Psychology and Psychiatry, 46(3), 235-245.
[7] Bathelt J., Holmes J., Astle D. E., & Centre for Attention Learning and Memory (CALM) Team. (2018). Data-driven subtyping of executive function-related behavioral problems in children. Journal of the American Academy of Child and Adolescent Psychiatry, 57(4), 252-262.e4.
[8] Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28-34.
[9] Belsky J., Steinberg L., & Draper P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647-670.
[10] Berlin L., Bohlin G., Nyberg L., & Janols L. O. (2004). How well do measures of inhibition and other executive functions discriminate between children with ADHD and controls? Child Neuropsychology, 10(1), 1-13.
[11] Bongers I. L., Koot H. M., van der Ende J., & Verhulst F. C. (2003). The normative development of child and adolescent problem behavior. Journal of Abnormal Psychology, 112(2), 179-192.
[12] Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993-1028). John Wiley & Sons Inc.
[13] Buehler, C., & Gerard, J. M. (2013). Cumulative family risk predicts increases in adjustment difficulties across early adolescence. Journal of Youth and Adolescence, 42(6), 905-920.
[14] Dilworth, J. L. (2003). Arenas of comfort in adolescence: A study of adjustment in context. Journal of Adolescence, 26(1), 143-144.
[15] Dipietro, J. A., & Voegtline, K. M. (2017). The gestational foundation of sex differences in development and vulnerability. Neuroscience, 342, 4-20.
[16] Doan S. N., Fuller-Rowell T. E., & Evans G. W. (2012). Cumulative risk and adolescent' s internalizing and externalizing problems: The mediating roles of maternal responsiveness and self-regulation. Developmental Psychology, 48(6), 1529-1539.
[17] Dodge K. A., Pettit G. S., & Bates J. E. (1994). Socialization mediators of the relation between socioeconomic status and child conduct problems. Child Development, 65(2), 649-665.
[18] Edwards, R. C., & Hans, S. L. (2015). Infant risk factors associated with internalizing, externalizing, and co-occurring behavior problems in young children. Developmental Psychology, 51(4), 489-499.
[19] Evans G. W., Li D., & Whipple S. S. (2013). Cumulative risk and child development. Psychological Bulletin, 139(6), 1342-1396.
[20] Feng X., Shaw D. S., & Silk J. S. (2008). Developmental trajectories of anxiety symptoms among boys across early and middle childhood. Journal of Abnormal Psychology, 117(1), 32-47.
[21] Gerard, J. M., & Buehler, C. (2004). Cumulative environmental risk and youth problem behavior. Journal of Marriage and Family, 66(3), 702-720.
[22] Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581-586.
[23] Granero R., Louwaars L., & Ezpeleta L. (2015). Socioeconomic status and oppositional defiant disorder in preschoolers: Parenting practices and executive functioning as mediating variables. Frontiers in Psychology, 6, Article 1412.
[24] Gueron-Sela N., Bedford R., Wagner N. J., & Propper C. B. (2018). Children's executive function attenuate the link between maternal intrusiveness and internalizing behaviors at school entry. Journal of Clinical Child and Adolescent Psychology, 47(1), S435-S444.
[25] Hanson J. L., Adluru N., Chung M. K., Alexander A. L., Davidson R. J., & Pollak S. D. (2013). Early neglect is associated with alterations in white matter integrity and cognitive functioning. Child Development, 84(5), 1566-1578.
[26] Hatoum A. S., Rhee S. H., Corley R. P., Hewitt J. K., & Friedman N. P. (2018). Do executive functions explain the covariance between internalizing and externalizing behaviors? Development and Psychopathology, 30(4), 1371-1387.
[27] Hughes, C., & Ensor, R. (2008). Does executive function matter for preschoolers' problem behaviors? Journal of Abnormal Child Psychology, 36(1), 1-14.
[28] Kliewer, W., & Robins, J. L. W. (2017). Cumulative risk and physiological stress responses in African American adolescents. Biological Research for Nursing, 19(4), 428-439.
[29] Krishnakumar, A., & Black, M. M. (2002). Longitudinal predictors of competence among African American children: The role of distal and proximal risk factors. Journal of Applied Developmental Psychology, 23(3), 237-266.
[30] Marmot M., Friel S., Bell R., Houweling T. A. J., Taylor S., & Commission on Social Determinants of Health. (2008). Closing the gap in a generation: Health equity through action on the social determinants of health. The Lancet, 372(9650), 1661-1669.
[31] Miyake A., Friedman N. P., Emerson M. J., Witzki A. H., Howerter A., & Wager T. D. (2000). The unity and diversity of executive functions and their contributions to complex "Frontal lobe" tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100.
[32] Oldehinkel, A. J., & Bouma, E. M. C. (2011). Sensitivity to the depressogenic effect of stress and HPA-axis reactivity in adolescence: A review of gender differences. Neuroscience and Biobehavioral Reviews, 35(8), 1757-1770.
[33] Olsen S. F., Yang C. M., Hart C. H., Robinson C. C., Wu P. X., Nelson D. A., & Wo J. (2002). Maternal psychological control and preschool children' s behavioral outcomes in China, Russia, and The United States. In B. K. Barber (Ed.), Intrusive parenting: How psychological control affects children and adolescents.(pp. 235-262). American Psychological Association.
[34] Rohner R. P., Khaleque A., & Cournoyer D. E. (2005). Parental acceptance-rejection: Theory, methods, cross-cultural evidence, and implications. Ethos, 33(3), 299-334.
[35] Rutter, M. (1979). Protective factors in children' s responses to stress and disadvantage. Annals of the Academy of Medicine, Singapore, 8(3), 324-338.
[36] Schoemaker K., Mulder H., Deković M., & Matthys W. (2013). Executive functions in preschool children with externalizing behavior problems: A meta-analysis. Journal of Abnormal Child Psychology, 41(3), 457-471.
[37] Shaw D. S., Vondra J. I., Hommerding K. D., Keenan K., & Dunn M. (1994). Chronic family adversity and early child behavior problems: A longitudinal study of low income families. Journal of Child Psychology and Psychiatry, 35(6), 1109-1122.
[38] Sutherland, S., & Brunwasser, S. M. (2018). Sex differences in vulnerability to prenatal stress: A review of the recent literature. Current Psychiatry Reports, 20(11), Article 102.
[39] Tichovolsky M. H., Arnold D. H., & Baker C. N. (2013). Parent predictors of changes in child behavior problems. Journal of Applied Developmental Psychology, 34(6), 336-345.
[40] Trentacosta C. J., Hyde L. W., Shaw D. S., Dishion T. J., Gardner F., & Wilson M. (2008). The relations among cumulative risk, parenting, and behavior problems during early childhood. Journal of Child Psychology and Psychiatry, 49(11), 1211-1219.
[41] Wade M., Madigan S., Plamondon A., Rodrigues M., Browne D., & Jenkins J. M. (2018). Cumulative psychosocial risk, parental socialization, and child cognitive functioning: A longitudinal cascade model. Developmental Psychology, 54(6), 1038-1050.
[42] Wang Q., Pomerantz E. M., & Chen H. C. (2007). The role of parents' control in early adolescents' psychological functioning: A longitudinal investigation in the United States and China. Child Development, 78(5), 1592-1610.
[43] Wong T. M., Loeber R., Slotboom A. M., Bijleveld C. C. J. H., Hipwell A. E., Stepp S. D., & Koot H. M. (2013). Sex and age differences in the risk threshold for delinquency. Journal of Abnormal Child Psychology, 41(4), 641-652.

累积家庭风险与学前儿童问题行为的关系模式：执行功能的中介作用^*

The Functional Relationship between Cumulative Family Risk and Preschooler’s Problem Behaviors: The Cognitive Mechanism of Executive Function

PDF

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 13

编辑推荐

Metrics

[1]	邢晓沛, 赵新宇, 胡夏. 学前儿童执行功能与情绪调节的双向关系：基于交叉滞后与随机截距交叉滞后的分析^*[J]. 心理科学, 2024, 47(1): 80-88.
[2]	马玉鑫, 张良, 蔡晴雨, 柳霖, 张文新. p因素理论视角下内外化心理病理问题共发研究述评^*[J]. 心理科学, 2023, 46(6): 1352-1359.
[3]	辛聪, 刘国雄, 程黎. 儿童前瞻记忆：执行功能的作用 ^*[J]. 心理科学, 2023, 46(6): 1360-1367.
[4]	宋思涵刘雯姚妙荣张丽锦. 融于教学的游戏训练对农村大班幼儿执行功能的促进[J]. 心理科学, 2022, 45(3): 607-613.
[5]	张良柳霖纪林芹张文新. 儿童青少年内外化心理病理问题“共发”现象研究现状与展望[J]. 心理科学, 2022, 45(1): 219-226.
[6]	赵鑫王艺璇马小凤夏瑞雪李世峰周爱保. 贫困对个体执行功能的影响[J]. , 2020, 43(5): 1183-1189.
[7]	赵鑫王磊. 工作记忆训练对药物成瘾者认知功能的改善及其机制[J]. , 2020, 43(3): 756-761.
[8]	王玲晓张丽娅常淑敏. 儿童母亲拒绝与同伴拒绝的关系—— 一个有中介的调节模型[J]. , 2019, 42(6): 1347-1353.
[9]	郭娜娜吴国榕毕明华邱江*. 努力控制及其神经基础[J]. 心理科学, 2018, 41(3): 546-552.
[10]	宗利娟刘俊升李丹陈欣银. 　母亲抑郁情绪对幼儿内化问题的影响：有调节的中介模型[J]. 心理科学, 2014, 37(5): 1117-1124.
[11]	刘萌萌张良纪林芹张文新张粤萍. 延迟折扣及其与青少年物质滥用与成瘾、外化问题的关系[J]. 心理科学, 2013, 36(4): 884-891.
[12]	刘俊升赵燕. 童年中期受欺负与问题行为之关系: 一项两年纵向研究[J]. 心理科学, 2013, 36(3): 632-637.
[13]	方小平何华. 外部攻击型和关系攻击型初中生执行功能的研究[J]. 心理科学, 2012, 35(1): 129-134.