父母消极教养方式与中学生边缘型人格特征的关联：情绪调节策略的调节作用

Relationship between negative parenting styles and middle school students' borderline personality features: the moderating effect of emotional regulation strategies

中文关键词:  边缘人格特征  父母教养方式  情绪调节策略  中学生

英文关键词:borderline personality features  parenting style  emotional regulation strategy  Middle school students

中文摘要:

      【摘要】背景 中学阶段是边缘型人格特征形成的关键时期，父母消极教养方式与情绪调节策略均与边缘型人格特征的形成相关，但目前关于情绪调节策略在父母消极教养方式与中学生边缘型人格特征之间的作用仍不明确。目的 探讨认知重评与表达抑制策略在父母消极教养方式与中学生边缘型人格特征关系中的调节作用，为边缘型人格特征的干预提供参考。方法 于2023年10月，使用简单随机抽样，选取广西壮族自治区南宁市3所中学共5 965名中学生为研究对象。采用儿童边缘人格特征问卷（BPFS-C）、父母教养方式问卷（EMBU）、情绪调节问卷中文修订版（ERQ-CRV）进行评定。采用Spearman相关分析检验各量表评分的相关性，采用Process宏程序的模型1进行调节效应检验。结果 共5 572名中学生（93.41%）完成本研究，检出高边缘型人格特征者1 388人（24.91%）。中学生BPFS-C评分与EMBU父母消极教养方式评分、ERQ-CRV表达抑制评分均呈正相关（r=0.367、0.344，P均<0.01），与ERQ-CRV认知重评评分呈负相关（r=-0.168，P<0.01）。认知重评在父母消极教养方式与边缘型人格特征间起负向调节作用（β=-0.072，95 % CI：-0.104~-0.041，P<0.01），而表达抑制起正向调节作用（β=0.076，95% CI：0.055~0.097，P<0.01）。结论 认知重评策略可能有助于缓冲父母消极教养方式对中学生边缘型人格特征的负面影响，表达抑制则可能放大父母消极教养方式对中学生边缘型人格特征的危害。

英文摘要:

      【Abstract】 Background The middle school stage represents a crucial period for the development of borderline personality features. Both negative parenting styles and emotional regulation strategies are associated with the formation of borderline personality features (BPF). However, the moderating role of emotional regulation strategies between negative parenting styles and BPF among middle school students remains unclear. Objective To investigate the moderating influence of cognitive reappraisal and expressive suppression strategies on the association between negative parenting styles and borderline personality features among middle school students, and to offer a theoretical foundation for the early intervention of borderline personality features. Methods In October, 2023,5 965 middle school students from three middle schools in Nanning, Guangxi Zhuang Autonomous Region were selected by simple random sampling, and assessed by BPFS-C, EMBU and ERQ-CRV. Spearman correlation analysis was used to test the correlation between the scores of each scale, and PROCESS macro program was used to test the moderating effect of model 1. Results A total of 5 572 middle school students (93.41%) completed this study, and 1 388 middle school students (24.91%) were found with high borderline personality features. middle school students' BPFS-C scores were positively correlated with EMBU negative parenting styles score and ERQ-CRV expressive suppression score (r=0.367, 0.344, P<0.01), and negatively correlated with ERQ-CRV cognitive reappraisal score (r=-0.168, P<0.01). Cognitive reappraisal plays a negative regulatory role between negative parenting styles and borderline personality features (β=-0.072,95% CI:-0.104 – -0.041,P<0.01), while expressive suppression plays a positive regulatory role (β=0.076,95% CI:0.055 – 0.097,P<0.01). Conclusion Cognitive reappraisal strategy can cushion the negative influence of negative parenting styles on middle school students' borderline personality features, while expressive suppression may amplify the harm of parents' negative parenting style on middle school students' borderline personality features.