文献表明,冲动,普遍存在于青春期,与各种社会心理因素呈负相关(例如,积极的人际关系,情绪调节);然而,研究多因素对这一特征的相对贡献的研究有限,也没有探索这些因素如何影响冲动性和风险相关结局之间的关联.借鉴统一发展理论的多个组成部分(即心理变量,对等子系统,社区子系统,家庭过程子系统),这项横断面研究旨在确定解释性心理社会变量(即,早期的温暖和安全的记忆,理性的决策风格,弹性,情绪调节,应对,父母依恋,社会群体依恋,对学校和家庭相关变量的满意度)与冲动性负相关,在年龄较小(13-15岁)和年龄较大(16-19岁)的青少年中,并探讨它们在这一特征与一些风险相关结果之间的关联中的调节作用(即,言语攻击,愤怒,自我伤害,其他高风险行为)。居住在亚速尔群岛(葡萄牙)的6894名青少年(52.9%为女性)的代表性样本,年龄从13到19(M=15.4),被使用。两个逐步多元回归,每个年龄组一个,揭示了只有情绪调节,父母依恋,和社会群体依恋对两个年龄组的冲动性都有负面影响;此外,对教师的满意度在年轻青少年中也有这种影响.前三个变量削弱了冲动性和风险相关结果之间的正相关关系。这些结果表明,所测量的心理系统和社会环境的所有子系统在解释青少年冲动性中起着相关的作用,并且可以通过促进情绪调节来减少冲动性。积极的育儿实践,与同龄人的关系更健康,以及与教师之间更健康的关系。
The literature shows that impulsivity, prevalent in adolescence, is negatively linked with a variety of psychosocial factors (e.g., positive interpersonal relationships, emotion regulation); however, there is limited research examining the relative contribution of multiple factors for this trait nor exploring how these factors influence the associations between impulsivity and risk-related outcomes. Drawing on multiple components of the unified theory of development (i.e., psychological variables, peers subsystem, community subsystem, family processes subsystem), this cross-sectional study aims to identify explanatory psychosocial variables (i.e., early memories of warmth and safeness, rational decision-making style, resilience, emotion regulation, coping, parental attachment, social group attachment, satisfaction with school and family-related variables) that are negatively related with impulsivity, in younger (13-15) and older (16-19 years) adolescents, and explore their moderating role in the associations between this trait and some risk-related outcomes (i.e., verbal aggression, anger, self-harm, other high-risk behaviors). A representative sample of 6894 adolescents (52.9% female) living in the Azores (Portugal), with ages ranging from 13 to 19 (M = 15.4), was used. Two stepwise multiple regressions, one for each age group, revealed that only emotion regulation, parental attachment, and social group attachment had a negative effect on impulsivity in both age groups; additionally, satisfaction with teachers also had this effect in younger adolescents. The first three variables weakened the positive associations between impulsivity and the risk-related outcomes. These results suggest that the psychological system and all subsystems of the social context measured play a relevant role in explaining adolescent impulsivity and that it may be reduced by promoting emotion regulation, positive parenting practices, healthier relationships with peers, and healthier relationships with teachers.