亲子依恋与学校归属感的关系：有调节的中介模型

王长镭; 程刚

doi:10.12100/j.issn.2096-5494.224026

心理学通讯 >

2024 , Vol. 7 >Issue 3: 199 - 206

DOI: https://doi.org/10.12100/j.issn.2096-5494.224026

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亲子依恋与学校归属感的关系：有调节的中介模型

王长镭 ,
程刚

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贵州师范大学心理学院，贵阳 550000

^*程刚chenggang314@163.com

网络出版日期: 2025-03-20

基金资助

2023年贵州省教育科学规划课题、粤黔专项重点课题（课题编号：2023A050）

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The Relationship Between Parent-Child Attachment and School Belonging: A Moderated Mediation Model

WANG Changlei ,
CHENG Gang

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School of Psychology, Guizhou Normal University, Guiyang 550000, China

^*CHENG Gang,chenggang314@163.com

Online published: 2025-03-20

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摘要

目的: 探索小学生亲子依恋与学校归属感的关系。
方法: 以班级为单位分层抽样，对391名小学生进行问卷测量。测量工具为亲子依恋量表、学生感知的班级人际和谐问卷和学校归属感量表。以班级人际和谐为中介变量、性别为调节变量，分析亲子依恋与学校归属感之间的关系。
结果: （1）亲子依恋可以正向预测班级人际和谐（β=0.609，p<0.001）和学校归属感（β=0.267，p<0.001），即亲子依恋越高，小学生感受到的班级人际和谐、学校归属感均越强；班级人际和谐可以正向预测学校归属感（β=0.525，p<0.001），即小学生感受到的班级人际和谐越多，其学校归属感就越强。（2）班级人际和谐在亲子依恋与学校归属感之间起部分中介作用，中介效应值为0.320，95%CI：0.247～0.397，即亲子依恋不仅对学校归属感产生直接作用，而且还通过班级人际和谐对学校归属感产生间接作用。（3）性别与班级人际和谐的交互项（β=–0.173，p<0.05，95%CI：–0.313～–0.034）对学校归属感起负向预测作用，即性别在班级人际和谐对学校归属感路径中起调节作用。
结论: 亲子依恋通过班级人际和谐的中介作用和性别的调节作用对小学生的学校归属感产生影响。

关键词： 亲子依恋; 班级人际和谐; 学校归属感; 小学生

本文引用格式

王长镭 , 程刚 . 亲子依恋与学校归属感的关系：有调节的中介模型[J]. 心理学通讯, 2024 , 7(3) : 199 -206 . DOI: 10.12100/j.issn.2096-5494.224026

Abstract

Objective: To explore the relationship between primary school student's parent-child attachment and school belonging.
Methods: Using stratified sampling, questionnaires were administered to 391 primary school students. The measurement tools included the Inventory of Parent and Peer Attachment Scale, the Students’ Perceived Interpersonal Harmony in Class Scale, and the School Belonging Scale. To analyze the relationship between parent-child attachment and school belonging, with interpersonal harmony in class as the mediating variable and gender as the moderating variable.
Results: (1) Parent-child attachment can positively predict perceived interpersonal harmony in class (β=0.609, p<0.001) and school belonging (β=0.267, p<0.001), meaning that higher levels of parent-child attachment are associated with stronger perceived interpersonal harmony in class and school belonging. Perceived interpersonal harmony in class can also positively predict school belonging (β=0.525, p<0.001), meaning that stronger perceived interpersonal harmony in class corresponds to stronger school belonging. (2) Perceived interpersonal harmony in class partly mediates the relationship between parent-child attachment and school belonging, and the mediation effect value is 0.320 (95%CI: 0.247– 0.397). This indicates parent-child attachment not only directly has a direct effect on school belonging, but also an indirect effect on school belonging through perceived interpersonal harmony in class. (3) The interaction between gender and perceived interpersonal harmony in class (β=-0.173, p<0.05, 95%CI: -0.313– -0.034) negatively predicts school belonging, indicating that gender regulates the path from perceived interpersonal harmony in class to school belonging.
Conclusion: Parent-child attachment has an impact on primary school students’ school belonging through the mediating role of perceived interpersonal harmony in class and the moderating role of gender.

Key words： parent-child attachment; perceived interpersonal harmony in class; school belonging; primary school student

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