歧视知觉、抑郁和农村留守儿童的学业成绩:纵向中介模型
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摘要
采用间隔1年的追踪研究设计,对1147名农村留守儿童的歧视知觉与学业成绩之间的双向关系以及抑郁的纵向中介作用进行分析。结果发现:(1)学业成绩显著负向预测农村留守儿童随后的歧视知觉,而歧视知觉不能显著预测随后的学业成绩;(2)抑郁在学业成绩和歧视知觉之间起着纵向中介作用。学业成绩既可以直接影响农村留守儿童的歧视知觉,又能通过抑郁间接影响其歧视知觉。
Since China's reform and opening up in 1980 s, large numbers of rural laborers left the countryside to pursue better job opportunities in urban areas. As a result of the direct influence of the large-scale immigration, millions of children became left-behinds and were taken care by their grandparents or other relatives. A long family separation, lacking of face to face communication and the relative absence of parents' affection, all these factors have negative impact on left-behind children. Discrimination often occurs in left-behind children which has a negative effect on their physical and mental health. Many cross-sectional studies have proved that discrimination perception of the left-behind children and their academic achievement are correlated. Nonetheless, there are few longitudinal studies conducted to explore the causal relationship between them, so the direction of the association between discrimination perception and academic achievement is somewhat unclear. What's more, depression is testified as an important predictor of discrimination perception and academic achievement, which may affect the relationship between the two. In this paper, we use longitudinal design to investigate bidirectional associations between perceived discrimination and academic achievement, and the mediation role of depression in it.A total of 1147 rural children(M age=12.94 years, SD =0.88) were recruited from rural areas in Shandong province, including 428 children(228 boys and 200 girl) from two-parent-migrant families, 719 children(401 boy and 318 girl) from father-migrant families completed measures of perceived discrimination, depression and academic achievement at baseline, 6 months and 12 months later. In addition, this study controlled left-behind children's family socioeconomic status(SES) as a co-variate because previous studies showed that it was significantly associated with adolescents' discrimination perception.Repeated measurement analysis showed the scores of perceived discrimination and academic achievement of left-behind children were significantly higher than 12 months later. The current level of depression in left-behind children was significantly higher than that after 6 months and 12 months, and that results after 6 months was higher than that after 12 months. However, no significance was found for gender and left-behind status on perceived discrimination, depression and academic achievement. Cross-lagged analysis showed a significant one-way relationship between perceived discrimination and academic achievement when controlling for key demographic variables(SES). Specifically, baseline academic achievement could predicate perceived discrimination 12 months later, and vice versa. Moreover, depression played a mediating role between academic achievement and perceived discrimination. Specifically, academic achievement predicated depression after 6 months later, which further predicated perceived discrimination 12 months later. Girls and boys, father-migrant families and two-parent-migrant families showed no differences in their modeling paths.The longitudinal mediation modeling showed that academic achievement not only directly affected discrimination perception, but also indirectly increased the influence on discrimination perception through depression.
Since China's reform and opening up in 1980 s, large numbers of rural laborers left the countryside to pursue better job opportunities in urban areas. As a result of the direct influence of the large-scale immigration, millions of children became left-behinds and were taken care by their grandparents or other relatives. A long family separation, lacking of face to face communication and the relative absence of parents' affection, all these factors have negative impact on left-behind children. Discrimination often occurs in left-behind children which has a negative effect on their physical and mental health. Many cross-sectional studies have proved that discrimination perception of the left-behind children and their academic achievement are correlated. Nonetheless, there are few longitudinal studies conducted to explore the causal relationship between them, so the direction of the association between discrimination perception and academic achievement is somewhat unclear. What's more, depression is testified as an important predictor of discrimination perception and academic achievement, which may affect the relationship between the two. In this paper, we use longitudinal design to investigate bidirectional associations between perceived discrimination and academic achievement, and the mediation role of depression in it.A total of 1147 rural children(M age=12.94 years, SD =0.88) were recruited from rural areas in Shandong province, including 428 children(228 boys and 200 girl) from two-parent-migrant families, 719 children(401 boy and 318 girl) from father-migrant families completed measures of perceived discrimination, depression and academic achievement at baseline, 6 months and 12 months later. In addition, this study controlled left-behind children's family socioeconomic status(SES) as a co-variate because previous studies showed that it was significantly associated with adolescents' discrimination perception.Repeated measurement analysis showed the scores of perceived discrimination and academic achievement of left-behind children were significantly higher than 12 months later. The current level of depression in left-behind children was significantly higher than that after 6 months and 12 months, and that results after 6 months was higher than that after 12 months. However, no significance was found for gender and left-behind status on perceived discrimination, depression and academic achievement. Cross-lagged analysis showed a significant one-way relationship between perceived discrimination and academic achievement when controlling for key demographic variables(SES). Specifically, baseline academic achievement could predicate perceived discrimination 12 months later, and vice versa. Moreover, depression played a mediating role between academic achievement and perceived discrimination. Specifically, academic achievement predicated depression after 6 months later, which further predicated perceived discrimination 12 months later. Girls and boys, father-migrant families and two-parent-migrant families showed no differences in their modeling paths.The longitudinal mediation modeling showed that academic achievement not only directly affected discrimination perception, but also indirectly increased the influence on discrimination perception through depression.
引文
冯正直,张大均,汪凤.(2005).中学生抑郁症状的影响因素分析.中国临床心理学杂志,13(4),446-448.
傅王倩,张磊,王达.(2016).初中留守儿童歧视知觉及其与问题行为的关系:社会支持的中介作用.中国特殊教育,1,42-47.
刘霞,赵景欣,申继亮.(2013).歧视知觉对城市流动儿童幸福感的影响:中介机制及归属需要的调节作用.心理学报,45(5),568-584.
申继亮,胡心怡,刘霞.(2009).留守儿童歧视知觉特点及与主观幸福感的关系.河南大学学报(社会科学版),49(6),116-121.
苏志强,张大均,邵景进.(2015).社会经济地位与留守儿童社会适应的关系:歧视知觉的中介作用.心理发展与教育,31(2),212-219.
俞大维,李旭.(2000).儿童抑郁量表(CDI)在中国儿童中的初步运用.中国心理卫生杂志,14(4),225-227.
张光珍,姜宁,梁宗保,邓慧华.(2016).流动儿童的歧视知觉与学校适应:一项追踪研究.心理发展与教育,32(5),587-594.
张连云.(2013).学业成绩影响儿童孤独感的中介变量分析.心理科学,36(4),922-927.
张文新.(2002).青少年发展心理学.济南:山东人民出版社.
赵景欣,刘霞.(2010).农村留守儿童的抑郁和反社会行为:日常积极事件的保护作用.心理发展与教育,26(6),634-640.
赵景欣,刘霞,张文新.(2013).同伴拒绝、同伴接纳与农村留守儿童的心理适应:亲子亲合与逆境信念的作用.心理学报,45(7),797-810.
赵景欣,杨萍,马金玲,黄翠翠.(2016).歧视知觉与农村留守儿童积极/消极情绪的关系:亲子亲合的保护作用.心理发展与教育,32(3),369-376.
Beck,A.T.(1976).Cognitive therapy and the emotional disorders.New York:International Universities Press.
Benner,A.D.,&Kim,S.Y.(2009).Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development.Developmental Psychology,45(6),1682-1694.
Bennett,D.S.,Ambrosini,P.J.,Kudes,D.,Metz,C.,&Rabinovich,H.(2005).Gender differences in adolescent depression:Do symptoms differ for boys and girls?Journal of Affective Disorders,89(1-3),35-44.
Berkel,C.,Knight,G.P.,Zeiders,K.H.,Tein,J.Y.,Roosa,M.W.,Gonzales,N.A.,&Saenz,D.(2010).Discrimination and adjustment for Mexican American adolescents:A prospective examination of the benefits of culturally related values.Journal of Research on Adolescence,20(4),893-915.
Chen,X.,Rubin,K.H.,&Li,B.S.(1997).Maternal acceptance and social and school adjustment in Chinese children:A four-year longitudinal study.Merrill-Palmer Quarterly,43(4),663-681.
Dozois,D.J.A.,&Westra,H.A.(2004).The nature of anxiety and depression:Implications for prevention.In D.J.A.Dozois&K.S.Dobson(Eds.),the prevention of anxiety and depression:Theory,research,and practice(pp.9-41).Washington,DC,US:American Psychological Association.
English,D,Lambert,S.F.,&Ialongo,N.S.(2014).Longitudinal associations between experienced racial discrimination and depressive symptoms in African American adolescents.Developmental Psychology,50(4),1190-1196.
English,D.,Lambert,S.F.,&Ialongo,N.S.(2016).Adding to the education debt:Depressive symptoms mediate the association between racial discrimination and academic performance in African Americans.Journal of School Psychology,57,29-40.
Hishinuma,E.S.,Chang,J.Y.,McArdle,J.J.,&Hamagami,F.(2012).Potential causal relationship between depressive symptoms and academic achievement in the Hawaiian high schools health survey using contemporary longitudinal latent variable change models.Developmental Psychology,48(5),1327-1342.
Huang,C.(2015).Academic achievement and subsequent depression:A metaanalysis of longitudinal studies.Journal of Child and Family Studies,24(2),434-442.
Komarraju,M.,&Nadler,D.(2013).Self-efficacy and academic achievement:Why do implicit beliefs,goals,and effort regulation matter?Learning and Individual Differences,25,67-72.
Kovacs,M.(1992).The children’s depression inventory manual.Toronto:MultiHealth Systems.
Nguyen,D.J.,Kim,J.J.,Weiss,B.,Ngo,V.,&Lau,A.S.(2018).Prospective relations between parent-adolescent acculturation conflict and mental health symptoms among Vietnamese American adolescents.Cultural Diversity and Ethnic Minority Psychology,24(2),151-161.
Park,H.,Byun,S.Y.,&Kim,K.K.(2011).Parental involvement and students’cognitive outcomes in Korea:Focusing on private tutoring.Sociology of Education,84(1),3-22.
Patterson,G.R.,&Stoolmiller,M.(1991).Replications of a dual failure model for boys’depressed mood.Journal of Consulting and Clinical Psychology,59,491-498.
Phillipson,S.,&Phillipson,S.N.(2007).Academic expectations,belief of ability,and involvement by parents as predictors of child achievement:A crosscultural comparison.Educational Psychology,27(3),329-348.
Potochnick,S.,Perreira,K.M.,&Fuligni,A.(2012).Fitting in:The roles of social acceptance and discrimination in shaping the daily psychological well-being of Latino Youth.Social Science Quarterly,93(1),173-190.
Ruggiero,K.M.,&Taylor,D.M.(1997).Why minority group members perceive or do not perceive the discrimination that confronts them:The role of self-esteem and perceived control.Journal of Personality and Social Psychology,72(2),373-389.
Seaton,E.K.,Caldwell,C.H.,Sellers,R.M.,&Jackson,J.S.(2010).An intersectional approach for understanding perceived discrimination and psychological well-being among African American and Caribbean black youth.Developmental Psychology,46(5),1372-1379.
Shek,D.T.L.(2003).Economic stress,psychological well-being and problem behavior in Chinese adolescents with economic disadvantage.Journal of Youth and Adolescence,32(4),259-266.
Steeger,C.M.,&Gondoli,D.M.(2013).Mother-adolescent conflict as a mediator between adolescent problem behaviors and maternal psychological control.Developmental Psychology,49,804-814.
Verboom,C.E.,Sijtsema,J.J.,Verhulst,F.C.,Penninx,B.W.J.H.,&Ormel,J.(2014).Longitudinal associations between depressive problems,academic performance,and social functioning in adolescent boys and girls.Developmental Psychology,50(1),247-257.
Zhang,W.X.,Chen,L.,Yu,F.J.,Wang,S.Q.,&Nurmi,J.E.(2015).Hopes and fears for the future among Chinese adolescents.Journal of Research on Adolescence,25(4),622-629.
傅王倩,张磊,王达.(2016).初中留守儿童歧视知觉及其与问题行为的关系:社会支持的中介作用.中国特殊教育,1,42-47.
刘霞,赵景欣,申继亮.(2013).歧视知觉对城市流动儿童幸福感的影响:中介机制及归属需要的调节作用.心理学报,45(5),568-584.
申继亮,胡心怡,刘霞.(2009).留守儿童歧视知觉特点及与主观幸福感的关系.河南大学学报(社会科学版),49(6),116-121.
苏志强,张大均,邵景进.(2015).社会经济地位与留守儿童社会适应的关系:歧视知觉的中介作用.心理发展与教育,31(2),212-219.
俞大维,李旭.(2000).儿童抑郁量表(CDI)在中国儿童中的初步运用.中国心理卫生杂志,14(4),225-227.
张光珍,姜宁,梁宗保,邓慧华.(2016).流动儿童的歧视知觉与学校适应:一项追踪研究.心理发展与教育,32(5),587-594.
张连云.(2013).学业成绩影响儿童孤独感的中介变量分析.心理科学,36(4),922-927.
张文新.(2002).青少年发展心理学.济南:山东人民出版社.
赵景欣,刘霞.(2010).农村留守儿童的抑郁和反社会行为:日常积极事件的保护作用.心理发展与教育,26(6),634-640.
赵景欣,刘霞,张文新.(2013).同伴拒绝、同伴接纳与农村留守儿童的心理适应:亲子亲合与逆境信念的作用.心理学报,45(7),797-810.
赵景欣,杨萍,马金玲,黄翠翠.(2016).歧视知觉与农村留守儿童积极/消极情绪的关系:亲子亲合的保护作用.心理发展与教育,32(3),369-376.
Beck,A.T.(1976).Cognitive therapy and the emotional disorders.New York:International Universities Press.
Benner,A.D.,&Kim,S.Y.(2009).Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development.Developmental Psychology,45(6),1682-1694.
Bennett,D.S.,Ambrosini,P.J.,Kudes,D.,Metz,C.,&Rabinovich,H.(2005).Gender differences in adolescent depression:Do symptoms differ for boys and girls?Journal of Affective Disorders,89(1-3),35-44.
Berkel,C.,Knight,G.P.,Zeiders,K.H.,Tein,J.Y.,Roosa,M.W.,Gonzales,N.A.,&Saenz,D.(2010).Discrimination and adjustment for Mexican American adolescents:A prospective examination of the benefits of culturally related values.Journal of Research on Adolescence,20(4),893-915.
Chen,X.,Rubin,K.H.,&Li,B.S.(1997).Maternal acceptance and social and school adjustment in Chinese children:A four-year longitudinal study.Merrill-Palmer Quarterly,43(4),663-681.
Dozois,D.J.A.,&Westra,H.A.(2004).The nature of anxiety and depression:Implications for prevention.In D.J.A.Dozois&K.S.Dobson(Eds.),the prevention of anxiety and depression:Theory,research,and practice(pp.9-41).Washington,DC,US:American Psychological Association.
English,D,Lambert,S.F.,&Ialongo,N.S.(2014).Longitudinal associations between experienced racial discrimination and depressive symptoms in African American adolescents.Developmental Psychology,50(4),1190-1196.
English,D.,Lambert,S.F.,&Ialongo,N.S.(2016).Adding to the education debt:Depressive symptoms mediate the association between racial discrimination and academic performance in African Americans.Journal of School Psychology,57,29-40.
Hishinuma,E.S.,Chang,J.Y.,McArdle,J.J.,&Hamagami,F.(2012).Potential causal relationship between depressive symptoms and academic achievement in the Hawaiian high schools health survey using contemporary longitudinal latent variable change models.Developmental Psychology,48(5),1327-1342.
Huang,C.(2015).Academic achievement and subsequent depression:A metaanalysis of longitudinal studies.Journal of Child and Family Studies,24(2),434-442.
Komarraju,M.,&Nadler,D.(2013).Self-efficacy and academic achievement:Why do implicit beliefs,goals,and effort regulation matter?Learning and Individual Differences,25,67-72.
Kovacs,M.(1992).The children’s depression inventory manual.Toronto:MultiHealth Systems.
Nguyen,D.J.,Kim,J.J.,Weiss,B.,Ngo,V.,&Lau,A.S.(2018).Prospective relations between parent-adolescent acculturation conflict and mental health symptoms among Vietnamese American adolescents.Cultural Diversity and Ethnic Minority Psychology,24(2),151-161.
Park,H.,Byun,S.Y.,&Kim,K.K.(2011).Parental involvement and students’cognitive outcomes in Korea:Focusing on private tutoring.Sociology of Education,84(1),3-22.
Patterson,G.R.,&Stoolmiller,M.(1991).Replications of a dual failure model for boys’depressed mood.Journal of Consulting and Clinical Psychology,59,491-498.
Phillipson,S.,&Phillipson,S.N.(2007).Academic expectations,belief of ability,and involvement by parents as predictors of child achievement:A crosscultural comparison.Educational Psychology,27(3),329-348.
Potochnick,S.,Perreira,K.M.,&Fuligni,A.(2012).Fitting in:The roles of social acceptance and discrimination in shaping the daily psychological well-being of Latino Youth.Social Science Quarterly,93(1),173-190.
Ruggiero,K.M.,&Taylor,D.M.(1997).Why minority group members perceive or do not perceive the discrimination that confronts them:The role of self-esteem and perceived control.Journal of Personality and Social Psychology,72(2),373-389.
Seaton,E.K.,Caldwell,C.H.,Sellers,R.M.,&Jackson,J.S.(2010).An intersectional approach for understanding perceived discrimination and psychological well-being among African American and Caribbean black youth.Developmental Psychology,46(5),1372-1379.
Shek,D.T.L.(2003).Economic stress,psychological well-being and problem behavior in Chinese adolescents with economic disadvantage.Journal of Youth and Adolescence,32(4),259-266.
Steeger,C.M.,&Gondoli,D.M.(2013).Mother-adolescent conflict as a mediator between adolescent problem behaviors and maternal psychological control.Developmental Psychology,49,804-814.
Verboom,C.E.,Sijtsema,J.J.,Verhulst,F.C.,Penninx,B.W.J.H.,&Ormel,J.(2014).Longitudinal associations between depressive problems,academic performance,and social functioning in adolescent boys and girls.Developmental Psychology,50(1),247-257.
Zhang,W.X.,Chen,L.,Yu,F.J.,Wang,S.Q.,&Nurmi,J.E.(2015).Hopes and fears for the future among Chinese adolescents.Journal of Research on Adolescence,25(4),622-629.