Junior Middle School Students’ Perception Of Parent-Chirld Relationship In Parent Child Conflict Situations:Attchment Effect And Mechanis

Individuals in the process of growth and major attachment objects form a stable model,and gradually develop into a stable internal working model.When an individual grows up,internal work patterns in turn affect individual behavior and cognition.Influences the individual’s perception of the relationship between himself and others,what information he chooses to focus on,and how to explain life events.Parent-child relationship has many influences on the growth of adolescents.The relationship between adolescents and their parents varies in degree of development and is influenced by many aspects of parent-child relationships.Positive parent-child relationships have a positive impact on adolescents’ physical and mental development,but parent-child conflicts are inevitable during the youth development stage,especially during the junior high school period.Therefore,in the context of parent-child conflict studies,junior high school students play an important role in attachment to parent-child relationship perceptions.It provides theoretical guidance and direction for parents to deal with parent-child conflicts in the adolescent stage.In this study,it aims to explore the role and mechanism of junior high school students’ attachment to parent-child relationship perception in parent-child conflict situations.Understand parent-child conflict situation,different attachment type junior high school students’ perception of parent-child relationship.And to examine the inherent causes of this difference through social cognitive research methods.And through the method of safe start-up,improve the negative perception of parent-child relationship among junior high school students of different attachment types.In order to improve the research related to attachment and parent-child relationship,it provides a theoretical direction for future psychological researchers to interfere with the adverse effects of parent-child conflict.This paper contains three studies.Study 1 examined experimentally the role played by junior high school students in attachment to parent-child relationships in the context of parent-child conflict.In the context of parent-child conflict and parent-child situations,vocabulary selection experiments were used to test participants’ responses to attachment-related words as subject-dependent perceptions of parent-child relationships.Using context type 2(parent-child conflict situation,parent-child conflict situation)* attachment type 3(safety,anxiety,avoidance)*vocabulary type 2(positive attachment words,negative attachment words)three-factor mixed experimental design.The results show that:(1)Subjects’ response to positive attachment words is significantly slower than parent-child conflicts in parent-child conflict situations;In the situation of parent-child conflict,subjects’ response to negative attachment words did not differ significantly from that of subjects without parent-child conflicts.(2)In the two scenarios,anxiety andavoidance subjects responded significantly more slowly to the active attachment words than to the safe subjects;in both situations,the anxiety and avoidance subjects responded significantly faster than the safe-type test subjects.Study 2 constructs the parent-child conflict situation through experiments,and explores the internal mechanism of different attachment types of junior high school students’ perception of parent-child relationship.Using attachment negativity words and neutral words as stimulation materials in the spatial clue experimental paradigm,the attention bias of the subjects on the words is used as an index to explore the internal mechanism.Using attachment type 3(safety type,anxiety type,avoidance type)* vocabulary type 2(negative attachment words,neutral words)* cue validity 2(effective clues,invalid clues)mixed experimental design of three factors.The results show that:(1)In the alert phase and parent-child conflict situation,the subjects are more sensitive to negative vocabulary clues.That is to say,the respondents who were safe,anxious,and avoiding attachment type responded significantly faster to neutral words than to attachment negative words.(2)In the attention-maintaining phase,the participants of the safe attachment type responded to the negative words more slowly than the neutral words and maintained longer.There was no significant difference in the response of passive and neutral words between respondents with anxiety and avoidance.Study 3 adopts the experimental conditions of safe start-up to improve the negative perception of parent-child relationship under parent-adolescent conflict conditions.Adopt the starting conditions 2(safe start,no start)* attachment type 3(safety,anxiety,avoidance)* vocabulary type 2(positive attachment words,negative attachment words)three-factor mixed experimental design.The results show that:(1)The safety start can alleviate the negative perception of parent-child relationship in the context of parent-child conflict in non-safety attachment.That is to say,the respondents who responded to positive words under the condition of no safe start were significantly slower than those under safe start conditions.The subjects who did not start under safe conditions responded significantly faster to negative words than those who under safe start conditions.(2)Under the two kinds of experimental conditions,the anxiety-type avoidance attachment type subjects responded to positive words significantly slower than the safe attachment type subjects;Under the two experimental conditions,anxiety-type avoidance-type attachment subjects responded significantly faster to negative words than to safe attachment-type subjects.