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首页> 美国卫生研究院文献>other >Interparental Conflict and Children’s School Adjustment: The Explanatory Role of Children’s Internal Representations of Interparental and Parent–Child Relationships
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Interparental Conflict and Children’s School Adjustment: The Explanatory Role of Children’s Internal Representations of Interparental and Parent–Child Relationships

机译：父母之间的冲突与孩子的学校调整：孩子在父母之间的内部代表以及亲子关系的解释性作用

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摘要

This study examined how children’s insecure internal representations of interparental and parent–child relationships served as explanatory mechanisms in multiple pathways linking interparental conflict and parent emotional unavailability with the emotional and classroom engagement difficulties the children had in their adjustment to school. With their parents, 229 kindergarten children (127 girls and 102 boys, mean age = 6.0 years, SD = .50, at Wave 1) participated in this multimethod, 3-year longitudinal investigation. Findings revealed that children’s insecure representations of the interparental relationship were a significant intervening mechanism in associations between observational ratings of interparental conflict and child and teacher reports on children’s emotional and classroom difficulties in school over a 2-year period. Moreover, increased parental emotional unavailability accompanying high levels of interparental conflict was associated with children’s insecure representations of the parent–child relationship and children’s difficulties in classroom engagement at school entry. The findings highlight the importance of understanding the intrinsic processes that contribute to difficulties with stage-salient tasks for children who are experiencing interparental discord.
机译：这项研究探讨了儿童对父母之间和父母与孩子之间关系的不安全内部表征如何在多种途径中充当解释机制，这些途径将父母之间的冲突和父母情感上的不可用性与孩子在适应学校时遇到的情感和课堂参与困难联系在一起。 229名幼儿园儿童（127名女孩和102名男孩，平均年龄= 6.0岁，SD = 0.50，在Wave 1中）参加了这项为期3年的多方法纵向调查。调查结果表明，儿童对父母之间关系的不安全表示是父母对父母之间的冲突的观察等级与儿童以及有关儿童在两年期间在学校的情感和课堂困难的教师报告之间的重要干预机制。此外，伴随父母之间高度冲突而增加的父母情感上的无助感，与儿童对父母与子女关系的不安全表示以及儿童入学时课堂参与的困难有关。这些发现强调了了解内在过程的重要性，这些内在过程对于经历父母间不和的儿童而言，在完成阶段性任务时会遇到困难。

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