Parent-child affinity in the relationship between body image disorder and school adaptation in junior high school students in Beijing

Abstract

Objective To explore the relationship between body dimorphic disorder, school adaptation and parent-child affinity among junior high school students, to provide a basis for promoting the mental health and school adaptation level of junior high school students, and to provide a reference for adjusting the parent-child relationship.

Methods Stratified cluster sampling was conducted among 1 367 junior high school student in Beijing from August to December 2019 through body dimorphic disorder scale, school adaptation scale and parent-child affinity scale.

Results There were significant differences in gender, family type, household register and grade characteristics ( t/F =-3.67, -3.05, -2.87, 8.63, P< 0.01); There were significant differences in gender, family type, household registration and grade characteristics in school adaptation of junior high school students ( t/F =3.16, 3.92, 9.76, P<0.01); There were a significant difference in grade characteristics of the parent-child affinity between the father and the mother of junior high school students ( F = 10.58, 11.72, P<0.01). The results of the regression analysis showed that body dimorphic disorder had a negative predictive effect on school adaptation ( β = -0.32, P<0.01), while parent-child affinity had a positive predictive effect on school adaptation ( β = 0.45, P<0.01). The structural equation model verifies that parent-child affinity played a regulating role in the relationship between body dimorphic disorder and school adaptation of junior high school students. After the interaction term was added, the regression equation explained 28% of the change in children's learning quality level, of which the new interpretation volume ( R ² ) was 3%.

Conclusion Parent-child affinity plays a regulating role in the relationship between body dimorphic disorder and school adaptation of junior high school students, and more attention should be paid to and promote the establishment of correct body image, strengthen parental education to establish high quality parent-child relationship.

Abstract

【摘要】 目的 探讨初中生体象障碍、学校适应和亲子亲和之间的关系, 为促进初中生心理健康与学校适应水平、调 整亲子关系提供依据。 方法 2019年8—12月, 采用分层整群抽样的方法, 使用体象障碍量表、学校适应量表和亲子亲和 量表对分层整群抽取的北京市1 367名初中生进行调查。 结果 初中生体象障碍在性别、家庭类型、户籍和年级特征上差 异均有统计学意义 ( t/F值分别为-3.67, -3.05,-2.87, 8.63, P值均<0.01), 初中生学校适应在性别、家庭类型和年级特征 上差异均有统计学意义 ( t/F值分别为3.16, 3.92, 9.76, P值均<0.01), 初中生亲子亲和父亲和母亲分表在年级特征上差异 有统计学意义 ( F值分别为10.58, 11.72, P值均<0.01)。多元线性回归分析结果显示, 体象障碍对学校适应有负向预测作 用( β =-0.32, P<0.01), 亲子亲和对学校适应有正向预测作用( β = 0.45, P<0.01)。结构方程模型验证结果显示, 亲子亲和 在初中生体象障碍与学校适应关系中起调节作用, 加人交互项之后, 回归方程解释学校适应的28%, 其中新增解释量Δ R ² 值为3%。 结论 亲子亲和在初中生体象障碍与学校适应关系中起调节作用, 应重视并促进其树立正确体象观, 加强亲职 教育以建立高质量亲子关系