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 borderline personality features of middle school students： the moderating effect of emotional regulation strategies

中文关键词:  边缘型人格特征  父母消极教养方式  情绪调节策略  中学生

英文关键词:Borderline personality features  Negative parenting styles  Emotional regulation strategies  Middle school students

中文摘要:

      背景 中学阶段是边缘型人格特征形成的关键时期，父母消极教养方式和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清楚。目的 探讨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，使用整群抽样方法，选取广西壮族自治区南宁市三所中学共5 965名中学生为研究对象。采用儿童边缘人格特征量表（BPFS-C）、父母教养方式问卷（EMBU）以及情绪调节问卷中文修订版（ERQ-CRV）进行评定。采用Pearson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父母消极教养方式维度评分呈正相关（r=0.367，P<0.01），与ERQ-CRV认知重评维度评分呈负相关（r=-0.168，P<0.01），与ERQ-CRV表达抑制维度评分呈正相关（r=0.344，P<0.01）。认知重评在父母消极教养方式与边缘型人格特征之间起负向调节作用（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性影响，表达抑制则可能加剧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:

      Background The middle school stage represents a crucial period for the development of borderline personality features. Negative parenting styles and emotional regulation strategies are associated with the formation of borderline personality features. However， the moderating role of emotional regulation strategies between negative parenting styles and borderline personality features among middle school students remains unclear.Objective To explore the moderating influence of emotional regulation strategies in the relationship between negative parenting styles and borderline personality features among middle school students， and to provide references for the intervention of borderline personality features.Methods In October 2023， a total of 5 965 middle school students from three middle schools in Nanning， Guangxi Zhuang Autonomous Region were selected by cluster sampling， and assessed by the Borderline Personality Features Scale for Children （BPFS-C）， the Egna Minnen Barndoms Uppfostran （EMBU）， and the Emotion Regulation Questionnaire-Chinese Revised Version （ERQ-CRV）. Pearson correlation analysis was used to test the correlation between the scores of each scale， and the model 1 of the Process macro program was used to conduct the moderating effect test.Results A total of 5 572 middle school students （93.41%） completed this study， and 1 388 of them （24.91%） were identified as having high borderline personality features. The BPFS-C score of middle school students was positively correlated with the score of the negative parenting style dimension of EMBU （r=0.367， P<0.01）， negatively correlated with the score of the cognitive reappraisal dimension of ERQ-CRV （r=-0.168， P<0.01）， and positively correlated with the score of the expression inhibition dimension of ERQ-CRV （r=0.344， P<0.01）. Cognitive reappraisal played a negative moderating effect between negative parenting styles and borderline personality features （β=-0.072， 95% CI： -0.104–-0.041， P<0.01）， while expressive suppression played a positive moderating effect （β=0.076， 95% CI： 0.055–0.097， P<0.01）.Conclusion Cognitive reappraisal strategy may help mitigate the negative influence of negative parenting styles on middle school students' borderline personality features， while expressive suppression may exacerbate the harm of negative parenting styles to the borderline personality features of middle school students.