Parental problem drinking (PPD) is associated with various forms of child psychopathology, including hyperactivity, conduct disorder, delinquency, depression and anxiety. However, not all children share the same risk for developing adjustment problems in the context of PPD. In this study, we examined patterns of sympathetic and parasympathetic nervous system activity account for differential susceptibility to the adverse effects of PPD in middle childhood. We found that reciprocal SNS activation protects against child internalizing symptoms in the context of mother problem drinking. We also found consistent interactions between PNS and SNS in predicting child internalizing problems. Coinhibition is linked to more internalizing symptoms including anxiety and depression. This study provides further support for Autonomic Space Theory and demonstrates the importance of taking both PNS and SNS into account when studying physiological response to stress.

Recent advances in assisted reproductive technologies have resulted in an increasing number of children born by gamete donation. Children conceived by egg donation lack a genetic link with their mother whereas children conceived by donor insemination lack a genetic link with their father. In families in which parents do not disclose their use of donated gametes, the child is unaware that their mother or their father in not their genetic parent. The aim of this thesis was to assess the impact of non-disclosure, and of the absence of a genetic link between parent and child, on family functioning and child adjustment. Data were obtained from a representative sample of 36 donor insemination, 32 egg donation and 54 natural conception families when the target child was 7 years old. Standardised interview, questionnaire and observational data were obtained from mothers, fathers, children and the child?s teacher. Few differences in family functioning were found between disclosing and non-disclosing gamete donation families. Likewise, few differences emerged between gamete donation families and natural conception families. The families were found to be functioning well irrespective of whether the parents had disclosed and of whether the child lacked a genetic link with a parent. However, comparisons between donor insemination and egg donation families showed that disclosure status and family type interacted in complex ways. Contrary to predictions, disclosure was not always associated with favourable outcomes. Children in disclosing donor insemination families were rated by teachers as having fewer behavioural problems. However, observational ratings showed lower levels of positive mother-child interaction in disclosing egg donation families. The process of disclosure was also explored. In all but one disclosing family, parents had started to talk to their child about their donor conception by age 4, with disclosure typically initiated and maintained by the mother. Despite mothers? concerns, children did not appear distressed by information about their donor conception. However, interviews with the children themselves suggested that most had little understanding of their donor conception at age 7.

Military service impacts not just service members but their families as well. In this series of studies, meta-analytic, longitudinal, and qualitative methods were used to examine the impact of post-9/11 military service on family function. Study 1 used meta-analytic methods to (1) examine the relationship between Posttraumatic Stress Disorder/posttraumatic stress symptoms (PTSD/PTSS) in service members and three domains of family difficulties: parenting problems, family maladjustment, and child symptoms; and (2) examine the relationship between combat exposure and these domains of family difficulties. Across 22 studies, random effects meta-analytic models revealed positive, small- to medium-sized associations between PTSD/PTSS and all domains of family difficulties. Smaller, positive associations were found between parental combat exposure and the family difficulties listed above. Findings revealed great heterogeneity in the magnitude of associations as well as areas of methodological weakness in the literature, including predominantly cross-sectional designs and failure to include multiple informants. Study 2 used a multi-informant, longitudinal design to evaluate the relationship between parental PTSD/PTSS present during an offspring’s early childhood (ages 0-5) and family difficulties during that same child’s middle childhood (ages 5-12). Families were recruited through their participation in a post-deployment program seven years previously. Thirty military-serving families, including 24 male service member parents, 26 female home-front parents, and 30 children (20 male), completed questionnaires assessing parental PTSD, child symptoms, parenting stress, lack of parental warmth, and external parental locus of control. Consistent with hypotheses, greater parental PTSD during early childhood was associated with more child symptomatology and parenting difficulties during middle childhood. Study 3 used mixed methods in the same sample to explore how home-front mothers find benefit from their spouse’s military service. A qualitative interview and an adapted version of the self-report Benefit Finding Scale (Carver, 2013) were used to examine benefit finding among 26 home-front mothers. Consistent with hypotheses, participants endorsed a range of benefits associated with their family’s military service, including financial, educational, and career benefits, strength, friendships and community, pride, appreciation of time together and good military/life values in their family. Together, these findings reveal both positive and negative effects of military service on families.

Cette recherche porte sur la problématique du développement psychosocial des enfants doués. Bien qu’il existe des travaux qui indiquent que les enfants doués souffrent plus souvent de problèmes d’adaptation que les autres, comme l’isolement social, la dépression, l’anxiété et une faible estime de soi, la littérature de recherche considère peu l’environnement familial des enfants doués comme étant un facteur qui puisse contribuer au niveau d’adaptation de l’enfant. La présente recherche a eu donc pour objectif de déterminer si les styles parentaux, tels que définis par Baumrind, sont associés à l’adaptation des enfants doués. Les styles parentaux des parents ont été mesurés à l'aide d'un questionnaire auto-rapporté. Le niveau d’adaptation d’un groupe d’enfants doués, âgés de 7 à 11 ans, a été évalué à l’aide de mesures de comportement et de concept de soi. La douance a été mesurée avec un test d’intelligence standardisé. Quarante-huit enfants doués et 52 enfants du groupe contrôle ont participé à l'étude. Les résultats ont démontré que les parents des enfants doués utilisent majoritairement un style parental démocratique. Les mères ont rapporté être significativement plus démocratiques que les pères. Les parents ont identifié un sous-groupe d'enfants doués ayant des problèmes sociaux avec leurs pairs, tandis que ces enfants doués et leurs enseignants n’en n’ont pas indiqué. Aucune association n’a été mise en évidence entre l'utilisation d'un style parental particulier et les problèmes sociaux chez les enfants doués. Cependant, l’utilisation du style parental autoritaire des mères a été associée à des problèmes de comportement moins élevés ainsi qu’un concept de soi intellectuel plus élevé chez les enfants doués. Inversement, le style parental démocratique des mères a été associé à des problèmes de comportements plus élevés chez les enfants doués. Le style parental permissif des mères a été associé à des niveaux de concept de soi moins élevés chez les enfants doués. Pour les pères, les styles parentaux autoritaires et permissifs ont été associés à des niveaux d’adaptation et de concept de soi moins élevés chez les enfants doués. Enfin, le niveau d’adaptation ainsi que les styles parentaux ont été comparés entre les deux groupes d’enfants. Les deux groupes ont présenté des niveaux d’adaptation dans la gamme de la normalité. De plus, les parents des deux groupes d’enfants ont rapporté des styles parentaux similaires. Pour les pères des enfants du groupe de contrôle, le style parental démocratique a été associé à des niveaux d’adaptation plus élevés. Le style parental autoritaire des mères et le style parental permissif des pères ont été associés à des niveaux de concept de soi moins élevés chez les enfants du groupe de contrôle. En somme, les conclusions de cette thèse permettent une meilleure compréhension de la complexité des liens entre les styles parentaux et l’adaptation des enfants doués. / The present study examines the psychosocial development of gifted children. Although much evidence exists that gifted children experience problems of adjustment, such as social isolation, depression, anxiety, and low self-esteem, few studies have investigated the family environment of gifted children and its possible links to child psychosocial adjustment. The goal of this study, therefore, was to address these questions by examining the parenting styles, as defined by Baumrind, of parents of gifted children and their potential associations with the adjustment levels of their children. Parenting styles were measured using a self-report questionnaire. The level of adjustment for gifted children, aged 7 to 11 years old, was measured using behavioural and self-concept measures. Giftedness was determined using a standardized intelligence test. Forty-eight gifted children and 52 nongifted children participated in the study. Parents of gifted children reported using a predominantly authoritative parenting style. Mothers, however, reported significantly higher authoritative scores than fathers. Parents reported several gifted children to experience problems with peers, but their teachers did not report this nor did the children themselves. No associations were found between a particular parenting style and the reported presence of peer social problems in gifted children. Mothers’ authoritarian parenting style was significantly associated with lower conduct problem levels, and higher intellectual self-concept levels in gifted children. As for mothers’ authoritative parenting style, a significant relationship was found with higher conduct problem levels in gifted children. Mothers’ permissive parenting style was found to be associated with lower self-concept levels in gifted children. As for the fathers, authoritarian and permissive parenting styles were found to be linked to lower adjustment and self-concept levels in gifted children. Adjustment levels and parenting styles were also compared between gifted and nongifted children. For both groups of children, adjustment levels were in the normal range and the parents reported similar use of the three parenting styles. As for the relationships between parenting styles and adjustment in nongifted children, fathers’ authoritative parenting style was found to be associated with higher child adjustment levels. Mothers’ authoritarian and fathers’ permissive parenting styles were found to be associated with lower self-concept levels in nongifted children. The conclusions of this thesis permit a better understanding of the complexity of the links between parenting styles and the psychosocial adjustment of gifted children.

Data from the National Survey of Households and Families were used to study the factors previous research identified as affecting post-divorce child adjustment. Responses from 358 divorced parents with custody of children under age 12 were analyzed. Special attention was paid to the effect of family financial status. The strongest predictor of problem behavior for both preschool children and school-aged boys was the amount of parent/child activity time. Older boys were also particularly sensitive to interparental conflict. Elementary-aged girls, however, were most affected by the presence of parental depression, which was found to be significantly associated with a decline in post-divorce family financial status. Only girls' problems showed a direct relationship with family income.

The current study had two purposes. The first purpose was to examine the association between family rules and routines and first grade children's teacher-rated and peer-rated behavioral competencies (e.g., emotional symptoms, conduct problems, peer problems, hyperactivity, and prosocial behavior) after controlling for both family stressors (i.e., single parent home, mobility, socioeconomic status, property ownership) and child ethnicity (African American, Caucasian, Hispanic). The second purpose was to determine if child regulatory control abilities mediates the effects of family rules and routines and children's behavioral competencies. The parents of 215 ethnically diverse children (38%, Caucasian, 22% African American, 33% Hispanic, 7% Other) were interviewed in their homes with a modified and shortened version of Family Routines Inventory (FRI; Jensen, James, Boyce, & Hartnett, 1983). Teachers completed the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997), and peers completed a modified version of the Class Play (Masten, Morison & Pelligrini, 1985). Scores from the SDQ were standardized and combined with the standardized scores obtained from the peer nominations to create composites of the behavioral competencies. Additionally, teachers completed a modified version of the California Child Q-set (CCQ) (Block & Block, 1980) as a measure of these children's regulatory control abilities. African American parents' ratings of their family's rules and routines were higher than those of Hispanic and Caucasian parents' ratings. Additionally, family stressors were positively associated with higher teacher and peer ratings of conduct problems and lower ratings of prosocial behavior. Neither ethnicity nor family rules and routines predicted child competencies. A statistically significant curvilinear relationship was found between family rules and routines and conduct problems such that children of parents reporting the highest and lowest levels of family rules and routines have more conduct problems. No associations were found between family rules and routines and child competencies or children's regulatory control abilities. Limitations of the study are discussed in terms of inadequate measurement of family rules and routines, a defensive response set, self-selection on the part of the parents to participate in the interview, and a sample that is not representative of the community of parents and children in the participating schools.

Malgré de nombreuses études qui soutiennent l'idée que les enfants ayant vécu la rupture de leurs parents rencontrent un plus haut niveau de difficultés affectives et comportementales que les enfants de familles intactes, certaines questions restent à éclaircir. Notamment, les données empiriques existantes ne conduisent pas à des conclusions précises quant au moment exact de l’apparition de ces difficultés. De plus, ce n'est pas clair si ces difficultés sont associées à la séparation en soi, ou à bien d'autres facteurs liés à la séparation. Cette thèse est constituée de deux articles empiriques. Le premier examine l’adaptation de l’enfant avant et après la séparation en fonction du sexe et de l'âge au moment de la séparation. Le second article présente une étude qui a pour objectif de départager l’importance des facteurs parentaux et contextuels et celle de la séparation parentale pour expliquer l’adaptation de l’enfant. Les participants proviennent de l'Étude Longitudinale du Développement des Enfants du Québec (ÉLDEQ, 1998-2006). À chaque enquête de l'ÉLDEQ, une entrevue structurée réalisée auprès de la mère a permis d'évaluer les niveaux d’hyperactivité/impulsivité, d’anxiété et d’agressivité physique de l’enfant. Pendant cette entrevue, les mères ont également répondu à des questions sur la qualité de leurs pratiques parentales et sur le revenu du ménage. Finalement, un questionnaire auto-administré à la mère a permis d'évaluer ses propres symptômes de dépression et d'anxiété. La première étude inclus 143 enfants de familles séparées et 1705 enfants de familles intactes. Deux sous-groupes ont été créés selon que l’enfant ait vécu la séparation entre 2 et 4 ans, ou entre 4 et 6 ans. L’adaptation de l'enfant a été évaluée à un temps de mesure avant la séparation et à deux temps de mesure après la séparation. Les résultats de cette première étude démontrent qu’avant la séparation, les enfants de familles intactes et séparées ne se distinguent pas significativement quant à leurs niveaux d’hyperactivité/impulsivité et d’anxiété. Par contre, ces difficultés deviennent significativement plus élevées chez les enfants de familles séparées après la rupture des parents. D’autres parts, le niveau d’agressivité physique est plus élevé chez les enfants de la séparation indépendamment du temps de mesure. Finalement, les différences entre les deux groupes d’enfants ne dépendent pas du sexe ou de l’âge au moment de la séparation. La deuxième étude inclus 358 enfants de 8 ans qui ont vécu la séparation de leurs parents, et 1065 enfants du même âge provenant de familles intactes. Après avoir contrôlé pour le sexe de l’enfant, les résultats ont démontré que lorsqu’on tient compte de la contribution des symptômes maternels de dépression et d'anxiété, de la qualité des pratiques parentales et du revenu du ménage dans l’adaptation de l’enfant, la séparation parentale ne demeurent plus liée aux niveaux d’anxiété et d'agressivité physique de l’enfant. Par contre, la relation entre la séparation parentale et l’hyperactivité/impulsivité de l’enfant demeure significative. Les résultats présentés dans les articles sont discutés ainsi que leurs implications. / Despite the large body of research supporting the idea that children who experience their parents’ separation encounter more emotional and behavioral difficulties than children who grow up in continuously intact homes, several questions remained to be investigated. Specifically, empirical evidence does not lead to clear conclusions regarding the time of onset of the adjustment difficulties experienced by children whose parents separate. Furthermore, it is not clear whether it is the separation per se that leads to these difficulties, or whether other factors can explain this association. The present thesis is made up of two empirical articles. The first examines the role of gender and age at the time of separation in children’s pre- and post-separation adjustment. The second article aims to disentangle the role of parental and contextual factors, and that of parental separation, in predicting child adjustment. Participants were from the Quebec Longitudinal Study of Child Development (QLSCD, 1998-2006). At every wave of the QLSCD, a structured interview with the mother allowed to assess children’s levels of hyperactivity/ impulsivity, anxiety, and physical aggression. During this interview, mothers also answered questions regarding the quality of their parenting and their household income. Finally, a self-report questionnaire was administered to mothers in order to assess their own symptoms of depression and anxiety. The first study included 143 children from separated families and 1705 children from intact families. Two categories of children were created according to whether separation occurred between ages 2 and 4, or between ages 4 and 6. Child adjustment variables were assessed at one time point prior to parental separation and at two time points following separation. The results of this first paper demonstrated that prior to separation, children of intact and separated families did not differ significantly with regards to their levels of hyperactivity/impulsivity and anxiety. However, children whose parents separated had significantly higher hyperactivity/impulsivity and anxiety levels after the occurrence of separation. Physical aggression was not further increased following parental separation, but was higher in children who experienced separation, irrespective of time. No gender or age differences were found in children’s pre- and post- separation adjustment. The second study included 358, 8 year-old children who had previously experienced parental separation, and 1065 children of the same age who lived in consistently intact homes since birth. After controlling for child gender, results demonstrated that once the contribution of maternal symptoms of depression and anxiety, parenting quality and household income was accounted for, parental separation was no longer associated with child anxiety and physical aggression. However, the relationship between separation and hyperactivity/impulsivity remained significant over and beyond what was contributed by the other variables. The results presented in the articles are discussed, and their implications are highlighted.

Malgré de nombreuses études qui soutiennent l'idée que les enfants ayant vécu la rupture de leurs parents rencontrent un plus haut niveau de difficultés affectives et comportementales que les enfants de familles intactes, certaines questions restent à éclaircir. Notamment, les données empiriques existantes ne conduisent pas à des conclusions précises quant au moment exact de l’apparition de ces difficultés. De plus, ce n'est pas clair si ces difficultés sont associées à la séparation en soi, ou à bien d'autres facteurs liés à la séparation. Cette thèse est constituée de deux articles empiriques. Le premier examine l’adaptation de l’enfant avant et après la séparation en fonction du sexe et de l'âge au moment de la séparation. Le second article présente une étude qui a pour objectif de départager l’importance des facteurs parentaux et contextuels et celle de la séparation parentale pour expliquer l’adaptation de l’enfant. Les participants proviennent de l'Étude Longitudinale du Développement des Enfants du Québec (ÉLDEQ, 1998-2006). À chaque enquête de l'ÉLDEQ, une entrevue structurée réalisée auprès de la mère a permis d'évaluer les niveaux d’hyperactivité/impulsivité, d’anxiété et d’agressivité physique de l’enfant. Pendant cette entrevue, les mères ont également répondu à des questions sur la qualité de leurs pratiques parentales et sur le revenu du ménage. Finalement, un questionnaire auto-administré à la mère a permis d'évaluer ses propres symptômes de dépression et d'anxiété. La première étude inclus 143 enfants de familles séparées et 1705 enfants de familles intactes. Deux sous-groupes ont été créés selon que l’enfant ait vécu la séparation entre 2 et 4 ans, ou entre 4 et 6 ans. L’adaptation de l'enfant a été évaluée à un temps de mesure avant la séparation et à deux temps de mesure après la séparation. Les résultats de cette première étude démontrent qu’avant la séparation, les enfants de familles intactes et séparées ne se distinguent pas significativement quant à leurs niveaux d’hyperactivité/impulsivité et d’anxiété. Par contre, ces difficultés deviennent significativement plus élevées chez les enfants de familles séparées après la rupture des parents. D’autres parts, le niveau d’agressivité physique est plus élevé chez les enfants de la séparation indépendamment du temps de mesure. Finalement, les différences entre les deux groupes d’enfants ne dépendent pas du sexe ou de l’âge au moment de la séparation. La deuxième étude inclus 358 enfants de 8 ans qui ont vécu la séparation de leurs parents, et 1065 enfants du même âge provenant de familles intactes. Après avoir contrôlé pour le sexe de l’enfant, les résultats ont démontré que lorsqu’on tient compte de la contribution des symptômes maternels de dépression et d'anxiété, de la qualité des pratiques parentales et du revenu du ménage dans l’adaptation de l’enfant, la séparation parentale ne demeurent plus liée aux niveaux d’anxiété et d'agressivité physique de l’enfant. Par contre, la relation entre la séparation parentale et l’hyperactivité/impulsivité de l’enfant demeure significative. Les résultats présentés dans les articles sont discutés ainsi que leurs implications. / Despite the large body of research supporting the idea that children who experience their parents’ separation encounter more emotional and behavioral difficulties than children who grow up in continuously intact homes, several questions remained to be investigated. Specifically, empirical evidence does not lead to clear conclusions regarding the time of onset of the adjustment difficulties experienced by children whose parents separate. Furthermore, it is not clear whether it is the separation per se that leads to these difficulties, or whether other factors can explain this association. The present thesis is made up of two empirical articles. The first examines the role of gender and age at the time of separation in children’s pre- and post-separation adjustment. The second article aims to disentangle the role of parental and contextual factors, and that of parental separation, in predicting child adjustment. Participants were from the Quebec Longitudinal Study of Child Development (QLSCD, 1998-2006). At every wave of the QLSCD, a structured interview with the mother allowed to assess children’s levels of hyperactivity/ impulsivity, anxiety, and physical aggression. During this interview, mothers also answered questions regarding the quality of their parenting and their household income. Finally, a self-report questionnaire was administered to mothers in order to assess their own symptoms of depression and anxiety. The first study included 143 children from separated families and 1705 children from intact families. Two categories of children were created according to whether separation occurred between ages 2 and 4, or between ages 4 and 6. Child adjustment variables were assessed at one time point prior to parental separation and at two time points following separation. The results of this first paper demonstrated that prior to separation, children of intact and separated families did not differ significantly with regards to their levels of hyperactivity/impulsivity and anxiety. However, children whose parents separated had significantly higher hyperactivity/impulsivity and anxiety levels after the occurrence of separation. Physical aggression was not further increased following parental separation, but was higher in children who experienced separation, irrespective of time. No gender or age differences were found in children’s pre- and post- separation adjustment. The second study included 358, 8 year-old children who had previously experienced parental separation, and 1065 children of the same age who lived in consistently intact homes since birth. After controlling for child gender, results demonstrated that once the contribution of maternal symptoms of depression and anxiety, parenting quality and household income was accounted for, parental separation was no longer associated with child anxiety and physical aggression. However, the relationship between separation and hyperactivity/impulsivity remained significant over and beyond what was contributed by the other variables. The results presented in the articles are discussed, and their implications are highlighted.

本研究主要目的在探討親子依附關係在兒童知覺雙親衝突與兒童生活適應間扮演中介角色的可能性，並探討社會支持、自我效能在兒童知覺雙親衝突與親子依附關係間、親子依附關係與兒童生活適應間是否具有調節效果。 　　本研究以318名國小五、六年級的學生為研究對象，採用「兒童知覺雙親衝突量表」、「父親依附量表」、「母親依附量表」、「學生社會支持量表」、「自我效能問卷」，和「國小學童生活適應量表」六種量表，以瞭解受試者在各研究變項（兒童知覺雙親衝突、親子依附關係、社會支持，自我效能、兒童生活適應）上的情形。 　　研究結果支持親子依附關係在兒童知覺雙親衝突與兒童生活適應間具有中介效果。至於社會支持的調節效果，只有在兒童知覺雙親衝突與兒童與父親的依附關係間，社會支持的調節效果獲得支持，而自我效能調節效果的假設則未獲得支持。 　　根據研究結果，雙親衝突的確對親子依附關係與兒童生活適應有不良影響，因此父母應避免破壞性衝突，或將衝突轉化成具建設性的；在衝突過程中，不要忘了注意、關心兒童的感受，以維持良好的親子互動。至於社會支持與自我效能在兒童知覺雙親衝突與親子依附關係間、親子依附關係與兒童生活適應間的調節效果，則有待進一步的研究。 第一章 緒論……………………………………………………… 1 第一節 研究背景與目的………………………………………… 1 第二節 研究問題………………………………………………… 4 第二章 文獻探討………………………………………………… 5 第一節 婚姻衝突與兒童生活適應的關係……………………… 5 壹、 婚姻衝突的概念與含意…………………………………… 5 貳、 生活適應的含意…………………………………………… 7 參、 父母衝突對兒童生活適應的影響………………………… 9 肆、 父母衝突對兒童影響的機制………………………………11 一、 模仿…………………………………………………………11 二、 認知情境脈絡架構…………………………………………12 三、 親子間的依附關係…………………………………………15 第二節 兒童的社會支持與自我效能與其生活適應之關係……22 壹、 社會支持與兒童生活適應之關係…………………………22 一、 社會支持概念的起源與定義………………………………22 二、 社會支持的來源與分類……………………………………25 三、 社會支持的測量……………………………………………27 四、 社會支持的壓力調節假說…………………………………28 五、 社會支持的相關研究………………………………………31 貳、 自我效能與兒童生活適應之關係…………………………34 一、 自我效能理論緣起…………………………………………34 二、 自我效能的意義……………………………………………36 三、 自我效能的來源……………………………………………38 四、 自我效能的測量……………………………………………39 五、 自我效能的相關研究………………………………………40 第三章 研究方法…………………………………………………43 第一節 研究假設與架構…………………………………………43 第二節 研究對象…………………………………………………44 第三節 測量工具…………………………………………………45 第四節 資料處理…………………………………………………61 第四章 研究結果………………………………………………63 第一節 受試者之基本資料…………………………………63 第二節 研究變項各向度的描述統計結果……………………64 第三節 研究變項的相關分析…………………………………65 第四節 研究變項的迴歸分析…………………………………68 第五章 結論與討論………………………………………………76 第一節 結論……………………………………………………76 第二節 討論……………………………………………………77 第三節 研究限制與建議…………………………………………82 參考文獻…………………………………………………………86 中文部份………………………………………………………86 英文部份………………………………………………………88 附錄………………………………………………………………95 附錄一 預試量表………………………………………………95 附錄二 正試量表…………………………………………… 106 圖目錄 圖 2 -1 認知情境脈絡架構………………………………………………………13 圖 2 -2 社會支持之主要效果模式………………………………………………29 圖 2 -3 社會支持作為壓力調節器的模式………………………………………30 圖 2- 4 社會支持之調節效果模式………………………………………………30 圖 2 -5 三種互動論………………………………………………………………35 圖 5 -1 兒童社會支持在兒童知覺雙親衝突與父親依附間的調節效果………72 表目錄 表 5 -1 樣本次數分配表………………………………………………………63 表 5 -2 研究變項各向度之平均數與標準差…………………………………64 表 5 -3 各研究變項向度間的相關……………………………………………66 表 5 -4 各研究變項間的相關…………………………………………………68 表 5- 5 兒童知覺雙親衝突對親子依附關係的迴歸分析……………………69 表 5 -6 兒童知覺雙親衝突對親子依附關係的逐步迴歸分析………………69 表 5 -7 親子依附關係對兒童生活適應的迴歸分析…………………………70 表 5 -8 父親依附對兒童生活適應的逐步迴歸分析…………………………70 表 5 -9 母親依附對兒童生活適應的逐步迴歸分析…………………………71 表 5 -10 以父親依附為依變項、兒童知覺雙親衝突為自變項、兒童社會支 持為調節變項的階層迴歸分析………………………………………72 表 5 -11 以母親依附為依變項、兒童知覺雙親衝突為自變項、兒童社會支 持為調節變項的階層迴歸分析………………………………………73 表 5 -12 以兒童生活適應為依變項、父親依附為自變項、兒童社會支持為 調節變項的階層迴歸分析……………………………………………73 表 5 -13 以兒童生活適應為依變項、母親依附為自變項、兒童社會支持為 調節變項的階層迴歸分析……………………………………………73 表 5 -14 以父親依附為依變項、兒童知覺雙親衝突為自變項、兒童自我效 能為調節變項的階層迴歸分析………………………………………74 表 5 -15 以母親依附為依變項、兒童知覺雙親衝突為自變項、兒童自我效 能為調節變項的階層迴歸分析………………………………………74 表 5 -16 以兒童生活適應為依變項、父親依附為自變項、兒童自我效能為 調節變項的階層迴歸分析……………………………………………75 表 5 -17 以兒童生活適應為依變項、父親依附為自變項、兒童自我效能為 調節變項的階層迴歸分析……………………………………………75 / The purpose of this study is to discuss the role of parent-child attachment as a mediator in the relationship between child's perception of interparental conflict and child adjustment , and to investigate whether or not did social support and self-efficacy have buffering effects on the relationships between child's perception of interparental conflict and parent-child attachment, and between parent-child attachment and child adjustment Using 318 5th- and 6th- grade students in elementary school as subjects, researcher adopted six scales- The Children's Perception of Interparental Conflict Scale, Inventory of Father Attachment , Inventory of Mother Attachment , Social Support Scale, Questionnaire of Self-efficacy , and Inventory of Elementary School Students Adjustment- to measure subjects' scores in these variables (child's perception of interparental conflict, parent-child attachment, social support, self-efficacy and child adjustment ). Results indicated that parent-child attachment would mediate the relationship between child's perception of interparental conflict, and child adjustment. The buffering effect of social support was only showed in the relationship between child's perception of interparental conflict and father-child attachment. Self-efficacy didn't show any buffering effects. According to the results, interparental conflict had negative impact on parent-child attachment and child adjustment . Thus, parents should avoid showing conflict in a destructive way or display the conflict in a constructive way; that is, don't forget to be sensitive to and take care of child's feeling when parents are in conflict. There are no obvious buffering effects of social support and self-efficacy on the relationships between child's perception of interparental conflict and parent-child attachment and between parent-child attachment and child adjustment . To learn more on their relationships, further researches are needed.