Evidence-based education studiesEvidence-based education studiesДоказательная педагогика, психология3034-29963034-4220Togliatti State University100410.18323/2221-5662-2023-4-45-55Psychological sciencesПсихологические наукиCan relationship patterns be transferred? The influence of parent-child attachment on interpersonal harmony among adolescentsВозможен ли перенос модели отношений? Влияние детско-родительской привязанности на характер межличностных отношений подростковMaYueМаЮэ
China

PhD (Pedagogy), Faculty of Psychology, lecturer of Mental Health Education Center for College Students

кандидат педагогических наук, факультет психологии, преподаватель образовательного центра психического здоровья для студентов колледжей

297468590@qq.comWuJieУЦзе
China

Professor, tutor of doctoral students of Faculty of Psychology, Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior

профессор, руководитель докторантов факультета психологии, основная научно-исследовательская база в области гуманитарных и социальных наук Министерства образования, академия психологии и поведения

babaluosha@163.comZhaShi-qiЧжаШици
China

student of School of Education Science

студент школы педагогики

1586317333@qq.comYangChunЯнЧунь
China

Professor, tutor of master students of Faculty of Psychology, Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior

профессор, руководитель студентов магистратуры факультета психологии, основная научно-исследовательская база в области гуманитарных и социальных наук Министерства образования, академия психологии и поведения

jyxyc08@163.comTianjin Normal University, Tianjin Jiangsu Normal University, XuzhouТяньцзиньский педагогический университет, Тяньцзинь Цзянсуский педагогический университет, СюйчжоуTianjin Normal University, Tianjin Tianjin Social Science Laboratory of Students’ Mental Development and Learning, TianjinТяньцзиньский педагогический университет, Тяньцзинь Тяньцзиньская гуманитарная лаборатория умственного развития и обучения студентов, ТяньцзиньJiangsu Normal University, XuzhouЦзянсуский педагогический университет, СюйчжоуTianjin Normal University, TianjinТяньцзиньский педагогический университет, Тяньцзинь301220234455530122023Copyright ©; 2023, Ma Y., Wu J., Zha S., Yang C.Copyright ©; 2023, Ма Ю., У Ц., Чжа Ш., Ян Ч.2023Ma Y., Wu J., Zha S., Yang C.Ма Ю., У Ц., Чжа Ш., Ян Ч.https://creativecommons.org/licenses/by/4.0https://vektornaukipedagogika.ru/jour/article/view/1004

Based on attachment the theory and ecological systems theory, this paper explores the impact of parent-child attachment, on interpersonal harmony adolescents and the mechanism of psychological boundary and cognitive flexibility. Methods: 505 adolescents, were investigated by parent-child attachment questionnaire, psychological boundary questionnaire, cognitive flexibility questionnaire, and interpersonal comprehensive diagnostic scale, of which 51.5 % were boys. Results: Parent-child attachment was negatively predicted interpersonal harmony. In other words, the higher the level of parent-child attachment, the lower level of interpersonal disturbance, and the more harmonious the interpersonal relationship. Psychological boundary, and cognitive flexibility, play mediating roles between parent-child attachment, and interpersonal harmony respectively, and the mediation effect accounted for 15.58 and 18.83 % of the total effect respectively. The results support the parallel mediation model of parent-child attachment, and interpersonal harmony among adolescents. Conclusion: The results support the parallel mediation model of psychological boundary, and cognitive flexibility between parent-child attachment and interpersonal harmony.

На основе теории привязанности и теории экосистем в работе исследовано влияние детско-родительской привязанности на характер межличностных отношений подростков, а также механизм психологических границ и когнитивной гибкости. В исследовании приняли участие 505 подростков, из них 51,5 % юношей. Использовались опросник детско-родительской привязанности, опросник психологических границ, опросник когнитивной гибкости и комплексной диагностической шкалы межличностных отношений. Результаты: выявлена отрицательная взаимосвязь между показателями «Детско-родительская привязанность» и «Межличностная гармония». Другими словами, чем выше уровень детско-родительской привязанности, тем ниже уровень межличностных нарушений и тем гармоничнее межличностные отношения. Психологические границы и когнитивная гибкость играют посредническую роль между детско-родительской привязанностью и межличностной гармонией соответственно. Эффект посредничества составил 15,58 и 18,83 % от общего эффекта соответственно. Результаты подтверждают модель параллельного посредничества показателей «психологическая граница» и «когнитивная гибкость» между показателями «детско-родительская привязанность» и «межличностная гармония».

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