Parental and peer attachment and identity development in adolescence.
Parental and peer attachment and identity development in adolescence.
复制标题
青春期父母和同伴的依恋和身份发展。
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
W. Vollebergh
中科院分区：
文献类型：
--
作者：
W. Meeus;Annerieke Oosterwegel;W. Vollebergh
本研究的主要目的是检验父母-同伴冲突的情境假设和父母-同伴联系假设与父母和同伴依恋和身份的关系。情境假设预测父母依恋与学校认同、同伴依恋与关系认同之间存在关联。父母-同伴联系假说认为，父母依恋通过同伴依恋、学校和关系认同影响同伴依恋。资料来自148个不同民族的中年青少年的调查。研究结果为情境假设提供了强有力的支持，只有有限的证据支持父母-同伴联系假设。此外，系统的链接被发现之间的父母和同伴的信任和承诺，父母和同伴的沟通和探索。与荷兰土著青少年相比，来自少数民族群体的青少年报告了更高水平的学校承诺和探索。
The main aim of this study was to test the situational hypothesis of parent-peer conflict and the parent-peer linkages hypothesis with regard to parental and peer attachment and identity. The situational hypothesis predicts that parental attachment will be associated with school identity and peer attachment with relational identity. The parent-peer linkages hypothesis suggests that parental attachment influences peer attachment and through peer attachment school and relational identity. Data from a survey of 148 middle adolescents from various ethnic groups were used. The findings offer strong support for the situational hypothesis, and only limited evidence in favor of the parent-peer linkages hypothesis. In addition, systematic links were found between parent and peer trust and commitment, and parent and peer communication and exploration. Adolescents from ethnic minority groups reported higher levels of school commitment and exploration compared with indigenous Dutch adolescents.
影响因子：
7.6
作者：
Block, J;Kremen, AM
通讯作者：
Kremen, AM