Co-developmental trajectories of interpersonal relationships in middle childhood to early adolescence: Associations with traditional bullying and cyberbullying
Co-developmental trajectories of interpersonal relationships in middle childhood to early adolescence: Associations with traditional bullying and cyberbullying
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童年中期到青春期早期人际关系的共同发展轨迹：与传统欺凌和网络欺凌的关联
DOI：
10.1177/02654075221087618
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发表时间：
2022
影响因子：
2.8
通讯作者：
Lili Tian
中科院分区：
文献类型：
--
作者：
Chenghao Deng;Xue Gong;Wang Liu;E. Huebner;Lili Tian
本研究探讨了三种不同的人际关系类型（父母、教师和同伴）的共同发展轨迹及其与欺负行为的关系（即，传统欺凌行为/受害和网络欺凌行为/受害）。共有4154名中国小学三年级和四年级的学生（54.8%的男孩;法师= 9.90，SD = 0.72）在五个时间点参加了评估，使用6个月的评估间隔。使用并行处理潜在类增长模型进行分析。结果表明，大学生的人际关系分为五组：低和谐组、高和谐增长组、中等和谐组、低母子关系组和低师生关系组。这些模式的识别产生了一个更全面的理解的性质的发展模式的人际关系在这个年龄段。此外，五种共同发展的人际关系模式与传统欺凌和网络欺凌有差异，这意味着需要针对特定群体的成员制定干预计划，以减少传统欺凌和网络欺凌。
This study explored the co-developmental trajectories of three different interpersonal relationship types (parent, teacher, and peer) and their relations to bullying behaviors (i.e., traditional bullying perpetration/victimization and cyberbullying perpetration/victimization) during middle childhood to early adolescence. A total of 4154 Chinese elementary school students in grades 3 and 4 (54.8% boy; Mage = 9.90, SD = 0.72) participated in assessments at five time points, using 6-month assessment intervals. Analyses were conducted using parallel process latent class growth modeling. Five distinct interpersonal relationship groups were identified: congruent-low group, congruent-high increasing group, congruent-moderate group, low mother–child relationships group, and low decreasing teacher–student relationships group. The identification of these patterns yielded a more comprehensive understanding of the nature of the developmental patterns of interpersonal relationships during this age period. Furthermore, the five co-developmental patterns of interpersonal relationships differentially associated with traditional bullying and cyberbullying, implying the need for intervention programs to be tailored to members of specific groups to reduce traditional bullying and cyberbullying.
影响因子：
4.2
作者：
Uchida, Yukiko;Kitayama, Shinobu
通讯作者：
Kitayama, Shinobu
家庭冲突、情绪和青少年的日常学校问题：内化和外化症状的调节作用。
影响因子：
4.6
作者：
Timmons,AdelaC;Margolin,Gayla
通讯作者：
Margolin,Gayla