本文選題：MAOA基因多態(tài)性 + 5-HTTLPR基因多態(tài)性��； 參考：《東南大學(xué)》2015年博士論文

【摘要】：社會(huì)適應(yīng)是兒童出生之后面臨的一項(xiàng)重要發(fā)展任務(wù)。遺傳和環(huán)境如何共同影響兒童早期的社會(huì)適應(yīng)是當(dāng)前兒童發(fā)展研究的熱點(diǎn)問(wèn)題之一。理論認(rèn)為,遺傳和環(huán)境的交互作用存在四種形式：基因易感模型、差別易感模型、最佳匹配模型和社會(huì)增強(qiáng)模型。但系統(tǒng)檢驗(yàn)遺傳與環(huán)境在影響兒童早期社會(huì)適應(yīng)時(shí)的交互作用模式的實(shí)證研究還未見(jiàn)報(bào)道。本研究旨在通過(guò)采用追蹤研究設(shè)計(jì),以MAOA和5-HTTLPR基因多態(tài)性代表遺傳因素,以父母養(yǎng)育代表環(huán)境因素,探討遺傳和環(huán)境影響中國(guó)漢族兒童早期社會(huì)適應(yīng)的交互作用模式和敏感期。本研究以416名6個(gè)月大的嬰兒及其父母為被試,進(jìn)行為期4年的追蹤研究。當(dāng)嬰兒6個(gè)月時(shí),父母報(bào)告各自的養(yǎng)育壓力和認(rèn)知卷入程度,同時(shí)實(shí)驗(yàn)人員收集兒童的口腔脫落細(xì)胞和人口統(tǒng)計(jì)學(xué)資料。當(dāng)兒童24個(gè)月時(shí),父母分別填寫(xiě)各自的養(yǎng)育方式和兒童社會(huì)適應(yīng)問(wèn)卷,同時(shí)用行為觀察法測(cè)查母親的低壓控制策略。當(dāng)兒童48個(gè)月時(shí),再次邀請(qǐng)父母分別填寫(xiě)父母養(yǎng)育方式和兒童社會(huì)適應(yīng)問(wèn)卷。采用PCR擴(kuò)增和電泳法檢測(cè)MAOA和5-HTTLPR基因多態(tài)性。采用回歸分析、簡(jiǎn)單斜率效應(yīng)分析和“顯著區(qū)域分析”檢驗(yàn)基因多態(tài)性與父母養(yǎng)育的交互作用模式和敏感期,得出以下主要結(jié)論：(1) MAOA基因多態(tài)性與母親養(yǎng)育的交互作用能顯著預(yù)測(cè)男孩學(xué)前期的內(nèi)隱問(wèn)題行為。“顯著區(qū)域分析”發(fā)現(xiàn),兩者的交互作用模式符合基因易感模型。即當(dāng)母親養(yǎng)育壓力和過(guò)度保護(hù)較高時(shí),3型男孩學(xué)前期的內(nèi)隱問(wèn)題行為顯著高于4型男孩；但當(dāng)母親養(yǎng)育壓力和過(guò)度保護(hù)較低時(shí),兩組男孩無(wú)顯著差異。這表明,低活性等位基因?qū)W(xué)前期男孩來(lái)說(shuō)是一種風(fēng)險(xiǎn)因素。(2) MAOA基因多態(tài)性與父親嚴(yán)厲的交互作用能顯著預(yù)測(cè)男孩學(xué)前期的問(wèn)題行為。兩者的交互作用模式符合社會(huì)增強(qiáng)模型。即當(dāng)父親嚴(yán)厲較低時(shí),4型男孩學(xué)前期的問(wèn)題行為顯著低于3型男孩；但當(dāng)父親嚴(yán)厲較高時(shí),兩組男孩無(wú)顯著差異。這表明,高活性等位基因?qū)W(xué)前期男孩來(lái)說(shuō)是一種優(yōu)勢(shì)因素。(3) MAOA基因多態(tài)性與母親嚴(yán)厲的交互作用能顯著預(yù)測(cè)男孩學(xué)步期的社會(huì)能力,與母親認(rèn)知卷入的交互作用能顯著預(yù)測(cè)男孩學(xué)前期的社會(huì)能力�！帮@著區(qū)域分析”發(fā)現(xiàn),前者符合社會(huì)增強(qiáng)模型,后者符合基因易感模型。具體而言,當(dāng)母親嚴(yán)厲程度較低時(shí),4型男孩學(xué)步期的社會(huì)能力顯著高于3型男孩；當(dāng)母親嚴(yán)厲程度較高時(shí),兩組男孩無(wú)顯著差異。當(dāng)母親認(rèn)知卷入較低時(shí),3型男孩在學(xué)前期的社會(huì)能力顯著低于4型男孩；但當(dāng)母親認(rèn)知卷入程度較高時(shí),兩組男孩無(wú)顯著差異。這表明,高活性等位基因?qū)W(xué)步期男孩社會(huì)能力的發(fā)展來(lái)說(shuō)是一種優(yōu)勢(shì)因素；而低活性等位基因?qū)W(xué)前期男孩的社會(huì)能力發(fā)展來(lái)說(shuō)是一種風(fēng)險(xiǎn)因素。(4) MAOA基因多態(tài)性與母親養(yǎng)育方式的交互作用能顯著預(yù)測(cè)女孩學(xué)前期的問(wèn)題行為和社會(huì)能力。兩者的交互作用模式符合基因易感模型。具體而言,當(dāng)母親嚴(yán)厲程度較高時(shí),3/4和4/4型女孩在學(xué)前期的外顯和內(nèi)隱問(wèn)題行為顯著高于3/3型女孩；但當(dāng)母親嚴(yán)厲程度較低時(shí),兩組女孩無(wú)差異。當(dāng)母親認(rèn)知卷入程度較低時(shí),3/4和4/4型女孩學(xué)前期的社會(huì)能力顯著高于3/3型女孩；但當(dāng)母親認(rèn)知卷入程度較低時(shí),兩組女孩無(wú)顯著差異。這表明,高活性等位基因?qū)W(xué)前期女孩來(lái)說(shuō)是一種風(fēng)險(xiǎn)因素。(5) 5-HTTLPR基因多態(tài)性與父親養(yǎng)育壓力的交互作用能顯著預(yù)測(cè)兒童學(xué)前期的外顯問(wèn)題行為。兩者的交互作用模式符合社會(huì)增強(qiáng)模型。即當(dāng)父親養(yǎng)育壓力較低時(shí),s/s和s/I型兒童的外顯問(wèn)題行為顯著低于l/l型兒童；但當(dāng)父親養(yǎng)育壓力較高時(shí),兩組兒童無(wú)顯著差異。這表明,短等位基因?qū)W(xué)前期兒童來(lái)說(shuō)是優(yōu)勢(shì)因素。父親低養(yǎng)育壓力會(huì)使該類(lèi)型兒童在學(xué)前期有較多的外顯問(wèn)題行為,但父親高養(yǎng)育壓力對(duì)其無(wú)影響。(6) 5-HTTLPR基因多態(tài)性與母親養(yǎng)育的交互作用能顯著預(yù)測(cè)男孩學(xué)前期的外顯和內(nèi)隱問(wèn)題行為。交互作用模式均符合社會(huì)增強(qiáng)模型。具體而言,當(dāng)母親養(yǎng)育壓力較低時(shí),s/s和s/I型男孩學(xué)前期的外顯問(wèn)題行為顯著低于l/l型男孩；但當(dāng)母親養(yǎng)育壓力較高時(shí),兩組男孩沒(méi)有顯著差異。當(dāng)母親嚴(yán)厲程度較低時(shí),s/s和s/I型男孩學(xué)前期的內(nèi)隱問(wèn)題行為顯著低于l/l型男孩；但當(dāng)母親嚴(yán)厲程度較高時(shí),兩組男孩沒(méi)有顯著差異。這表明,短等位基因?qū)W(xué)前期男孩來(lái)說(shuō)是優(yōu)勢(shì)因素。母親低養(yǎng)育壓力或嚴(yán)厲會(huì)使該類(lèi)型男孩在學(xué)前期有較少的問(wèn)題行為,但母親高養(yǎng)育壓力和嚴(yán)厲對(duì)其沒(méi)有影響。(7) 5-HTTLPR基因多態(tài)性與母親養(yǎng)育壓力的交互作用能顯著預(yù)測(cè)女孩學(xué)前期的內(nèi)隱問(wèn)題行為。兩者的交互作用模式符合基因易感模型。即當(dāng)母親養(yǎng)育壓力較高時(shí),l/l型女孩的內(nèi)隱問(wèn)題行為顯著高于s/s和l/l型女孩；但當(dāng)母親養(yǎng)育壓力較低時(shí),兩組女孩沒(méi)有顯著差異。這表明,長(zhǎng)等位基因?qū)W(xué)前期女孩來(lái)說(shuō)是風(fēng)險(xiǎn)因素,母親高養(yǎng)育壓力會(huì)使該類(lèi)型女孩在學(xué)前期有較多的內(nèi)隱問(wèn)題行為。(8) 5-HTTLPR基因多態(tài)性與父親養(yǎng)育壓力的交互作用能顯著預(yù)測(cè)兒童學(xué)步期的社會(huì)能力。交互作用模式符合基因易感模型。即當(dāng)父親養(yǎng)育壓力較高時(shí),l/l型兒童在學(xué)步期的社會(huì)能力顯著低于s/s和s/l型兒童；但當(dāng)父親養(yǎng)育壓力較低時(shí),兩組兒童沒(méi)有顯著差異。這表明,長(zhǎng)等位基因?qū)W(xué)步期兒童來(lái)說(shuō)是風(fēng)險(xiǎn)因素,父親高養(yǎng)育壓力會(huì)使該類(lèi)型兒童在學(xué)步期有較低的社會(huì)能力。此外,5-HTTLPR基因多態(tài)性與母親養(yǎng)育方式的交互作用能顯著預(yù)測(cè)學(xué)前期兒童的社會(huì)能力。該交互作用模式符合社會(huì)增強(qiáng)模型。具體而言,當(dāng)母親過(guò)度保護(hù)較低時(shí),l/l和s/I型兒童的社會(huì)能力顯著高于l/l型兒童；但當(dāng)母親過(guò)度保護(hù)較高時(shí),兩組兒童沒(méi)有顯著差異。這表明,長(zhǎng)等位基因?qū)W(xué)前期兒童來(lái)說(shuō)是優(yōu)勢(shì)因素,母親較低的過(guò)度保護(hù)會(huì)使該類(lèi)型兒童在學(xué)前期有較高的社會(huì)能力�？傊�,本研究首次通過(guò)“顯著區(qū)域分析”發(fā)現(xiàn),MAOA基因多態(tài)性與父母養(yǎng)育的交互作用以及5-HTTLPR基因多態(tài)性與父母養(yǎng)育的交互作用模式符合基因易感模型和社會(huì)增強(qiáng)模型,交互作用的敏感期在學(xué)前期。這為父母教育兒童提供了重要的指導(dǎo)意義,也為教育工作者、臨床工作者和心理咨詢(xún)者在矯正兒童不良社會(huì)適應(yīng)時(shí)提供了重要的理論基礎(chǔ)。
[Abstract]:Social adaptation is an important development task for children after birth. How heredity and environment affect the early social adaptation of children is one of the hot issues in the study of children's development. The theory holds that there are four forms of genetic and environmental interaction: genetic susceptibility models, differential susceptibility models, optimal matching models and An empirical study on the interaction patterns of genetic and environmental impacts on early social adaptation in children has not yet been reported. This study aims to explore genetic and environmental impacts by using MAOA and 5-HTTLPR gene polymorphisms to represent genetic factors by using tracer research design. The interaction model and sensitive period of early social adaptation in Chinese Han children. The study took 416 6 month old infants and their parents for a 4 year follow-up study. When infants were 6 months, their parents reported their own parental rearing pressure and cognitive involvement, and the experimental people collected children's oral exfoliative cells and demographic statistics. When children were 24 months, parents filled out their own parenting styles and social adaptation questionnaires, and measured their mother's low pressure control strategies with behavioral observation. When children were 48 months old, their parents were invited to fill out their parental rearing patterns and children's social adaptation questions respectively. MAOA and 5-HTTL were detected by PCR amplification and electrophoresis. PR gene polymorphism. Regression analysis, simple slope effect analysis and "significant regional analysis" were used to test the interaction patterns and sensitive periods of parental rearing, and the following main conclusions were obtained: (1) the interaction between MAOA gene polymorphism and mother parenting could significantly predict the implicit problem behavior in early childhood. Regional analysis found that the interaction patterns of the two were consistent with the genetic susceptibility model. When the mother parenting pressure and excessive protection were higher, the implicit problem behavior in the early stage of type 3 boys was significantly higher than that of type 4 boys; however, there was no significant difference between the two groups of boys when the parental rearing pressure and excessive protection were low. The early school boys are a risk factor. (2) the MAOA gene polymorphism and the father's severe interaction can significantly predict the prophase behavior of the boys. The interaction pattern of the two is consistent with the social enhancement model. That is, when the father is severely lower, the behavior of the prophase 4 is significantly lower than that of the type 3 boy; but when the father is severe, the father is severe. At the higher level, there was no significant difference between the two groups of boys. This showed that the high activity allele was an dominant factor in the preschool boys. (3) the MAOA gene polymorphism and the mother's severe interaction could significantly predict the social ability of the boy's school step, and the interaction with mother's cognitive involvement could significantly predict the early social ability of the boys. " The significant regional analysis found that the former conforms to the social enhancement model and the latter conforms to the genetic susceptibility model. Specifically, when the mother's severity is low, the social ability of the 4 type boys is significantly higher than that of type 3 boys; when the mother's severity is higher, there is no significant difference between the two groups of boys. When the mother's cognitive involvement is low, the type 3 boys are learning. The social ability of the early stage was significantly lower than that of type 4 boys, but there was no significant difference between the two groups of boys when the mother's cognitive involvement was high. This suggests that the high active allele is a dominant factor in the development of the boy's social ability at the school step, and the low activity allele is a risk for the development of the social ability of the boys in the pre-school period. (4) the interaction between the MAOA gene polymorphism and the mother parenting style can significantly predict the problem behavior and social ability in the early stage of girls' study. The interaction pattern of the two is consistent with the genetic susceptibility model. Specifically, the explicit and implicit behavior of 3/4 and 4/4 girls is significantly higher than that of 3/3 in the early stage of study when the mother is more severe. But when the mother's severity was low, there was no difference between the two groups of girls. When the mother's cognitive involvement was low, the social ability of the 3/4 and 4/4 girls was significantly higher than that of the 3/3 girls. However, there was no significant difference between the two groups of girls when the mother's cognitive involvement was low. It is a risk factor. (5) the interaction between the 5-HTTLPR gene polymorphism and father parenting stress can significantly predict the explicit problem behavior in early childhood. The interaction pattern of the two is consistent with the social enhancement model. That is, when the father has lower parenting pressure, the explicit problem behavior of s/s and s/I type children is significantly lower than that of the l/l type children; There is no significant difference between the two groups of children when the parental rearing pressure is high. This indicates that the short allele is the dominant factor in the preschool children. The father's low parenting pressure will make this type of children have more explicit problem behavior in the early period of study, but the father's high parenting pressure does not affect it. (6) the interaction between 5-HTTLPR gene polymorphism and mother breeding The interaction patterns were consistent with the social enhancement model. In particular, the apparent problem behavior of s/s and s/I type boys was significantly lower than that of type l/l boys when the mothers had lower parenting pressure, but there was no significant difference between the two groups of boys when the mother raised the pressure. When the mother was less severe, the s/s and s/I type boys were significantly lower than the l/l type boys, but when the mother had a high degree of severity, there was no significant difference between the two groups of boys. This suggests that the short allele is an dominant factor for the boys in the preschool period. There is less problem behavior, but the stress and severity of mother's high parenting do not affect it. (7) the interaction between 5-HTTLPR gene polymorphism and mother parenting stress can significantly predict the implicit problem behavior in the early stage of girls' study. The interaction pattern of the two is consistent with the genetic susceptibility model. That is, when the mother raises the pressure, the implicit questions of the l/l type girls The behavior of the subjects was significantly higher than that of s/s and l/l girls, but there was no significant difference between the two groups of girls when the parental rearing pressure was low. It showed that the long allele was a risk factor for the early school girls. The high parental rearing pressure would make this type of girl more implicit in the pre school period. (8) the polymorphism of 5-HTTLPR gene and father nurture. The interaction of stress can significantly predict the social ability of children's learning step. The interaction model conforms to the genetic susceptibility model. When the father raises the pressure, the social ability of the l/l children is significantly lower than that of the s/s and s/l type children. However, when the father raises the pressure, there is no significant difference between the two groups of children. The allele is a risk factor for toddlers. Father high parenting pressure will make this type of children have lower social ability at the school step. In addition, the interaction of 5-HTTLPR gene polymorphism and mother parenting style can significantly predict the social ability of children in pre school. The interaction pattern conforms to the social enhancement model. When mother overprotection is low, the social ability of l/l and s/I children is significantly higher than that of type l/l children. However, when mother overprotection is higher, there is no significant difference between the two groups. This indicates that the long allele is the dominant factor for the preschool children, and the lower maternal protection will make this type of children have a higher society in the pre school period. In summary, this study, for the first time, found that the interaction between MAOA gene polymorphism and parental rearing and the interaction between 5-HTTLPR gene polymorphism and parental rearing conforms to the genetic predisposition model and the social enhancement model, and the sensitive period of interaction is in the pre school period. The guiding significance also provides an important theoretical basis for educators, clinical workers and psychological counselors in correcting children's unhealthy social adjustment.
【學(xué)位授予單位】：東南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G78

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李衛(wèi)平;;大學(xué)生社會(huì)適應(yīng)問(wèn)題研究綜述[J];河南商業(yè)高等專(zhuān)科學(xué)校學(xué)報(bào);2011年01期

2 李亞紅;王有忠;;社會(huì)適應(yīng)問(wèn)題研究述評(píng)[J];保健醫(yī)學(xué)研究與實(shí)踐;2012年03期

3 周海霞;;大學(xué)生社會(huì)適應(yīng)的研究述評(píng)[J];時(shí)代教育;2014年11期

4 王學(xué)臣,牛慶忠;大學(xué)畢業(yè)生社會(huì)適應(yīng)狀況調(diào)查[J];健康心理學(xué)雜志;2001年04期

5 李?lèi)傒x;關(guān)于大學(xué)生社會(huì)適應(yīng)及教育的研究[J];河南社會(huì)科學(xué);2002年04期

6 張信杰;;淺論大學(xué)生的角色轉(zhuǎn)換及社會(huì)適應(yīng)[J];白城師范學(xué)院學(xué)報(bào);2007年04期

7 江巧瑜;許能鋒;;大學(xué)生社會(huì)適應(yīng)狀況量表研制及評(píng)價(jià)[J];中國(guó)公共衛(wèi)生;2008年09期

8 潘世華;;青少年社會(huì)適應(yīng)的相關(guān)研究[J];技術(shù)與市場(chǎng);2009年08期

9 亓永順;;高校體育社會(huì)適應(yīng)學(xué)習(xí)領(lǐng)域的實(shí)現(xiàn)途徑[J];赤峰學(xué)院學(xué)報(bào)(自然科學(xué)版);2009年08期

10 岑延遠(yuǎn);;青少年競(jìng)爭(zhēng)性人格對(duì)社會(huì)適應(yīng)的影響[J];肇慶學(xué)院學(xué)報(bào);2009年06期

相關(guān)會(huì)議論文 前10條

1 周暉;鄒泓;張沖;許志星;;中國(guó)七城市青少年社會(huì)適應(yīng)狀況的綜合評(píng)估[A];第十二屆全國(guó)心理學(xué)學(xué)術(shù)大會(huì)論文摘要集[C];2009年

2 周明寶;;心理斷乳與社會(huì)融入：畢業(yè)大學(xué)生的初始社會(huì)適應(yīng)研究[A];秩序與進(jìn)步：社會(huì)建設(shè)、社會(huì)政策與和諧社會(huì)研究——浙江省社會(huì)學(xué)學(xué)會(huì)成立二十周年紀(jì)念暨2007學(xué)術(shù)年會(huì)論文集[C];2007年

3 張俊;鄒泓;劉喬;;青少年情感自主的發(fā)展特點(diǎn)及其與社會(huì)適應(yīng)的關(guān)系[A];第十一屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2007年

4 孫鵬;鄒泓;;人格、問(wèn)題解決能力與青少年社會(huì)適應(yīng)的關(guān)系[A];第十五屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2012年

5 余益兵;鄒泓;周暉;侯娟;;青少年社會(huì)適應(yīng)狀況評(píng)估問(wèn)卷的編制[A];第十二屆全國(guó)心理學(xué)學(xué)術(shù)大會(huì)論文摘要集[C];2009年

6 王其明;李彩娜;;縱向研究:中學(xué)新生的社會(huì)適應(yīng)[A];心理學(xué)與創(chuàng)新能力提升——第十六屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文集[C];2013年

7 王明粵;陳會(huì)昌;;11歲兒童在群體游戲中的資源競(jìng)爭(zhēng)類(lèi)型與社會(huì)適應(yīng)的關(guān)系[A];第十一屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2007年

8 郝曉玲;王英春;;流動(dòng)兒童社會(huì)適應(yīng)狀況及其與體育運(yùn)動(dòng)的關(guān)系[A];增強(qiáng)心理學(xué)服務(wù)社會(huì)的意識(shí)和功能——中國(guó)心理學(xué)會(huì)成立90周年紀(jì)念大會(huì)暨第十四屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2011年

9 楊阿麗;方曉義;;父母沖突、兒童的認(rèn)知評(píng)價(jià)和應(yīng)對(duì)風(fēng)格及其與兒童社會(huì)適應(yīng)的關(guān)系[A];第十屆全國(guó)心理學(xué)學(xué)術(shù)大會(huì)論文摘要集[C];2005年

10 范惠玲;;談?wù)剝?yōu)等生的心理問(wèn)題及矯正[A];浙江省推廣發(fā)展健康促進(jìn)學(xué)校項(xiàng)目論文集[C];2005年

相關(guān)重要報(bào)紙文章 前10條

1 記者 胡珉琦;34條指引教你做健康北京人[N];北京科技報(bào);2011年

2 舟心;有效引導(dǎo)民工再社會(huì)化過(guò)程[N];中國(guó)社會(huì)科學(xué)院院報(bào);2005年

3 本報(bào)記者 方芳;北京人健康指引終版發(fā)布[N];北京日?qǐng)?bào);2011年

4 袁浩龍;“心理防衛(wèi)過(guò)度”不利健康[N];中國(guó)老年報(bào);2003年

5 程兆盛 陳靜;人類(lèi)健康的四個(gè)層次[N];中國(guó)中醫(yī)藥報(bào);2006年

6 本報(bào)記者　李建平;體育，塑造健康體魄[N];中國(guó)教育報(bào);2002年

7 仲崇山;把健康和生命掌握在自己手中[N];新華日?qǐng)?bào);2005年

8 本期調(diào)查執(zhí)行：周明寶　指導(dǎo)老師：王小章（浙江大學(xué)社會(huì)學(xué)系教授）;畢業(yè)一年，，你們還順嗎？[N];浙江日?qǐng)?bào);2005年

9 袁浩龍;心理·心理活動(dòng)·心理健康[N];中國(guó)中醫(yī)藥報(bào);2001年

10 吳江市盛澤第二中心小學(xué) 吳霞光;體育教學(xué)解決社會(huì)適應(yīng)問(wèn)題[N];中國(guó)體育報(bào);2007年

相關(guān)博士學(xué)位論文 前4條

1 劉亞鵬;MAOA和5-HTT基因多態(tài)性與父母養(yǎng)育對(duì)兒童社會(huì)適應(yīng)的影響[D];東南大學(xué);2015年

2 陳建文;青少年社會(huì)適應(yīng)的理論與實(shí)證研究：結(jié)構(gòu)、機(jī)制與功能[D];西南師范大學(xué);2001年

3 張惠敏;親師關(guān)系與兒童社會(huì)適應(yīng)的相關(guān)研究[D];上海師范大學(xué);2015年

4 王美萍;親子關(guān)系與青少年社會(huì)適應(yīng)的聯(lián)系：遺傳與環(huán)境的影響[D];山東師范大學(xué);2010年

相關(guān)碩士學(xué)位論文 前10條

1 魯雅靜;大學(xué)生自我概念清晰性與社會(huì)適應(yīng)的關(guān)系[D];河北大學(xué);2015年

2 許佳娜;少年兒童社會(huì)適應(yīng)現(xiàn)狀及其影響因素的研究[D];天津理工大學(xué);2015年

3 高傳俊;城鎮(zhèn)化進(jìn)程中新市民歧視知覺(jué)與社會(huì)適應(yīng)的關(guān)系研究[D];蘇州大學(xué);2015年

4 畢玉;留守初中生自尊和社會(huì)適應(yīng)的關(guān)系研究[D];內(nèi)蒙古師范大學(xué);2015年

5 劉英慧;老年急性心�；颊叩纳鐣�(huì)適應(yīng)研究[D];山東大學(xué);2015年

6 李芳;來(lái)甘留學(xué)生跨文化社會(huì)適應(yīng)研究[D];蘭州交通大學(xué);2015年

7 朱春紅;大學(xué)生親子依戀對(duì)社會(huì)適應(yīng)的影響[D];河南大學(xué);2015年

8 楊艷菲;城市少數(shù)民族的社會(huì)適應(yīng)研究[D];西北師范大學(xué);2015年

9 王漫漫;父親參與教養(yǎng)與兒童社會(huì)適應(yīng)的相關(guān)研究[D];東南大學(xué);2015年

10 湯易鳳;大學(xué)畢業(yè)生的社會(huì)適應(yīng)心理問(wèn)題研究[D];沈陽(yáng)師范大學(xué);2016年

本文編號(hào)：1957149