中学生积极心理品质与父母教养方式的关系研究
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摘要
文章采用中国中学生积极心理品质的量表和父母教养方式量表(EMBU),对遵义市368名中学生进行了调查。其结果表明:中学生的六大维度积极心理品质处于一般到较好水平;中学生积极心理品质律己维度在性别上存在差异,且男生得分高于女生;中学生的父母教养方式在性别上存在差异,女生比男生更多体验到父母的情感温暖与理解,较少体验到父母惩罚严厉、过分干涉和拒绝否认的消极教养方式;除积极心理品质与父母过分干涉、过分保护无明显相关外,17项积极心理品质与父母教养方式中父亲情感温暖理解、母亲情感温暖理解均呈显著正相关,父母情感温暖理解更有利于发展中学生的积极心理品质。
In this paper, 368 middle school students in Zunyi were investigated by using the scale of positive Psychological quality of Chinese Middle School students and the Parental rearing style scale(EMBU). The results show that the six dimensions of positive psychological quality of middle school students are in a general to good level, and there are gender differences in the dimension of positive psychological quality of middle school students, and the score of boys is higher than that of girls. The parental rearing styles of middle school students are different in gender. Girls experience more emotional warmth and understanding of their parents than boys, and less negative rearing styles of severe punishment, excessive interference and refusal to deny. Except that there was no significant correlation between positive psychological quality and excessive intervention and overprotection of parents, 17 positive psychological qualities were positively correlated with father's emotional warmth understanding and mother's emotional warmth understanding in parental rearing style. Parents' emotional warmth and understanding is more conducive to the development of positive psychological quality of middle school students.
In this paper, 368 middle school students in Zunyi were investigated by using the scale of positive Psychological quality of Chinese Middle School students and the Parental rearing style scale(EMBU). The results show that the six dimensions of positive psychological quality of middle school students are in a general to good level, and there are gender differences in the dimension of positive psychological quality of middle school students, and the score of boys is higher than that of girls. The parental rearing styles of middle school students are different in gender. Girls experience more emotional warmth and understanding of their parents than boys, and less negative rearing styles of severe punishment, excessive interference and refusal to deny. Except that there was no significant correlation between positive psychological quality and excessive intervention and overprotection of parents, 17 positive psychological qualities were positively correlated with father's emotional warmth understanding and mother's emotional warmth understanding in parental rearing style. Parents' emotional warmth and understanding is more conducive to the development of positive psychological quality of middle school students.
引文
[1]甘瑜.浅谈中学生积极心理品质的培养[J].亚太教育,2015(33):64.
[2]郭嫄.社会支持、积极心理品质与大学生主观幸福感的关系[J].开封大学学报,2017(1):67-71.
[3]王燕.培养积极心理品质——预防和治疗家庭中问题孩子的新思路[J].遵义师范学院学报,2018(1):149-151.
[4]孙经,李凤娟,何健,杨汴生,王旭.中学生应对方式特征及与父母教养方式关系[J].中国健康心理学杂志,2018(2):256-260.
[5]王一晶.父母教养方式研究综述[J].西部皮革,2017(2):151-152.
[6]袁霞.论家庭教养方式与青少年社会化[J].遵义师范学院学报,2012(5):77-79.
[7]王雁,赵静.父母教养方式对小学生积极心理品质的影响[J].天津师范大学学报(基础教育版),2014(2):60-64.
[8]孟万金,张冲,Richard Wagner.中国中学生积极心理品质测评量表修订报告[J].中国特殊教育,2016(2):69-73.
[9]李威,刘俊茹.基于Web的心理测量系统构建——以父母教养方式评价量表为例[J].广西职业技术学院学报,2012(2):15-17.
[10]卫萍.中小学生积极心理品质与心理健康状况的相关研究[J].中国特殊教育,2014(9):60-66.
[11]张志群,郭兰婷.中学生父母教养方式及其相关因素研究[J].中国行为医学科学,2004(2):69-71.
[2]郭嫄.社会支持、积极心理品质与大学生主观幸福感的关系[J].开封大学学报,2017(1):67-71.
[3]王燕.培养积极心理品质——预防和治疗家庭中问题孩子的新思路[J].遵义师范学院学报,2018(1):149-151.
[4]孙经,李凤娟,何健,杨汴生,王旭.中学生应对方式特征及与父母教养方式关系[J].中国健康心理学杂志,2018(2):256-260.
[5]王一晶.父母教养方式研究综述[J].西部皮革,2017(2):151-152.
[6]袁霞.论家庭教养方式与青少年社会化[J].遵义师范学院学报,2012(5):77-79.
[7]王雁,赵静.父母教养方式对小学生积极心理品质的影响[J].天津师范大学学报(基础教育版),2014(2):60-64.
[8]孟万金,张冲,Richard Wagner.中国中学生积极心理品质测评量表修订报告[J].中国特殊教育,2016(2):69-73.
[9]李威,刘俊茹.基于Web的心理测量系统构建——以父母教养方式评价量表为例[J].广西职业技术学院学报,2012(2):15-17.
[10]卫萍.中小学生积极心理品质与心理健康状况的相关研究[J].中国特殊教育,2014(9):60-66.
[11]张志群,郭兰婷.中学生父母教养方式及其相关因素研究[J].中国行为医学科学,2004(2):69-71.