儿童自我–他人理解模式及其与心理社会适应的关联：基于潜在剖面分析
Self–Other Understanding Patterns and Psychosocial Adjustment in Children: A Latent Profile Analysis
潘腾 1生雪梅 1武雨晴 1纪林芹1
作者信息
- 1. 山东师范大学心理学部, 济南 250014;山东省脑科学与心理健康重点实验室
- 折叠
摘要
本研究采用潜在剖面分析考察481名儿童(M年龄 = 11.41±0.96岁)自我与他人理解的组合模式及其与心理社会适应的关联。结果发现组合模式存在性别异质性：男女生共有双高、中低及双低组，女生特有低自我–高他人理解组。各组适应指标差异显著：随自我与他人理解水平的降低，男生问题行为线性递增、亲社会行为递减；女生低高组亲社会行为显著优于其他组，但问题行为高于双高组。本研究为儿童心理健康精准干预与性别特异性引导提供了依据。
Abstract
Selfunderstanding and otherunderstanding constitute the core of individual sociocognitive development, specifically, late childhood represents a pivotal developmental juncture characterized by the rapid differentiation and maturation of these two dimensions. However, empirical research has traditionally relied on variablecentered approaches, which often prioritize average associations overlook how these two dimensions integrate and manifest as distinct combination patterns within the individual. Therefore, the present study adopts a personcentered perspective to systematically examine the latent subgroups of self and otherunderstanding. By exploring these internal patterns, the research aims to examine the differences between these subgroups regarding internalizing and externalizing problem behaviors as well as prosocial behavior, providing a more nuanced view of socialcognitive development.This study utilized a crosssectional survey design to collect data from a sample of 481 schoolaged children (Mage = 11.41, SD = 0.96). To measure the core constructs, standardized psychological scales were administered to assess selfunderstanding, otherunderstanding, and various psychosocial adjustment indicators. To identify distinct socialcognitive configurations, Latent Profile Analysis (LPA) was performed using Mplus 8.0, utilizing standardized scores of core selfevaluation, security, and empathy as indicators. Given the hypothesized gender differences, separate LPA models were estimated for boys and girls to explore genderspecific structural patterns. Subsequently, a series of analyses of variance (ANOVAs) were conducted to examine differences across the identified profiles in terms of internalizing and externalizing problems, as well as prosocial behavior.The Latent Profile Analysis (LPA) results revealed pronounced gender heterogeneity in the configurational patterns of self and otherunderstanding. For both genders, three common latent profiles were identified: HighHigh, ModerateLow, and LowLow groups. Notably, a unique Low SelfHigh Other profile emerged exclusively among girls, representing a developmental asymmetry where children prioritize the understanding of others over the self. Psychosocial adjustment varied significantly across these latent profiles. For boys, adjustment followed a linear trend where lower scores across both cognitive dimensions consistently predicted higher internalizing and externalizing problems and lower prosocial behavior. Among girls, while the HighHigh profile remained the most adaptive and the LowLow profile the most maladaptive, the unique LowHigh group presented a complex adaptation pattern: they exhibited significantly higher prosocial behavior compared to the ModerateLow and LowLow groups, yet continued to show more problem behaviors than their HighHigh counterparts.In conclusion, this study demonstrates that the configurational patterns of self and otherunderstanding, along with their associated psychosocial adjustment, exhibit distinctive genderspecific characteristics during late childhood. The identification of the Low SelfHigh Other group specifically in girls underscores the impact of gender socialization, where females may be more inclined toward external interpersonal sensitivity at the expense of internal self-reflection. The diverse associations between these profiles and adjustment indicators suggest that the balance between self and other understanding is a critical determinant of psychosocial adaptation. This research moves beyond variablecentered approaches by highlighting the qualitative differences in how children integrate social-cognitive information, thereby broadening the theoretical scope of developmental social cognition.This study offers several valuable insights for educational targeted interventions. First, the LowLow and ModerateLow profiles identify highrisk children requiring priority support to preemptively mitigate internalizing and externalizing risks. Second, the unique Low SelfHigh Other profile in girls necessitates gender-informed strategies that prioritize selfconceptual clarity and selfcompassion over additional empathy training. Crucially, educators should be aware that prosocial behavior is not an infallible indicator of perfect psychosocial adjustment, as evidenced by the LowHigh group who still suffer from significant behavioral problems. By adopting these personcentered insights, practitioners can transition from universal approaches to profilespecific support, addressing the idiosyncratic sociocognitive needs of diverse children.关键词
自我理解/他人理解/问题行为/亲社会行为/潜在剖面分析Key words
self–understanding/other–understanding/problem behaviors/prosocial behavior/latent profile analysis引用本文复制引用
潘腾,生雪梅,武雨晴,纪林芹.儿童自我–他人理解模式及其与心理社会适应的关联：基于潜在剖面分析[EB/OL].(2026-05-11)[2026-05-13].https://chinaxiv.org/abs/202605.00089.学科分类
教育/科学、科学研究
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