中学生亲子沟通、同伴关系、师生关系对学业成绩的影响
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摘要
本研究使用问卷测量的方法测查了大庆四所中学(两所初中与两所高中)总共643名中学生的亲子沟通、同伴关系以及师生关系状况,旨在探讨中学生这三者的发展状况,以及它们在影响中学生的学业成绩时所占据的不同地位。结果发现:
1、对于初中生而言,只是在同伴关系量表上,男生得分显著高于女生,而在亲子沟通、师生关系量表上,无论是男生还是女生,无论是来自于城市还是来自于农村,都没有显著差异;对于高中生而言,学生来源对于亲子沟通、同伴关系、师生关系都有显著的影响,来自于城市的学生在这三个量表上的得分都显著高于来自农村的学生。而性别因素只是在师生关系上有显著差异,女生的得分显著高于男生。
2、初中生和高中生的亲子沟通、师生关系状况均没有显著差异,同伴关系存在显著差异,高中学生的同伴关系得分显著高于初中学生。
3、对于初中生而言,亲子沟通、师生关系、学业成绩三者间互相存在显著相关,而同伴关系只与学业成绩存在显著相关;对于高中生而言,亲子沟通、师生关系、学业成绩三者间互相存在显著相关,而同伴关系只与师生关系存在显著相关。
4、对于初中生而言,对学业成绩影响最大的是师生关系,其次是同伴关系,最后是亲子沟通;对于高中生而言,对学业成绩影响最大的是亲子沟通,其次是师生关系,同伴关系对其学业成绩无显著影响。
5、对于初中生而言,亲子沟通通过师生关系影响学业成绩,同伴关系单独影响学业成绩;对于高中生而言,师生关系通过亲子沟通影响学业成绩,师生关系同时影响同伴关系。
The present study investigated Parents-children communication,Companion relationship and Teacher-student relationship of 643 students in 4 high schools in DaQin city. Its purpose is to explore the status of the Parents-children communication,Companion relationship and Teacher-student relationship of high school’s students. And how these three factors influence the students’learning achievement? The study showed that:
1. For the students of junior high school, male students’companion relationship is significantly better than female students’. For the senior high school, female students’teacher-student relationship is significantly better than male students, and the three relationships of the students who are form city are significantly better than these of the students who are form country.
2. The parents-children communication and teacher-student relationship of the students who are form junior high school have no significant difference with the students form senior high school.
3. For the students of junior high school, the parents-children communication has significant positive correlation with teacher-student relationship and learning achievement, and the teacher-student relationship has significant positive correlation with learning achievement. But the companion relationship has significant positive correlation with only learning achievement. For the students of senior high school, the parents-children communication has significant positive correlation with teacher-student relationship and learning achievement. But the companion relationship has significant positive correlation with only teacher-student relationship.
4. For the students of junior high school, the most important factor on learning achievement is teacher-student relationship. But for the students of senior high school, the most important factor on learning achievement is parents-children communication.
5. For the students of junior high school, the parents-children communication indirectly influences the learning achievement by the teacher-student relationship; But for the students of senior high school, the teacher-student relationship indirectly influences the learning achievement by the parents-children communication.
1、对于初中生而言,只是在同伴关系量表上,男生得分显著高于女生,而在亲子沟通、师生关系量表上,无论是男生还是女生,无论是来自于城市还是来自于农村,都没有显著差异;对于高中生而言,学生来源对于亲子沟通、同伴关系、师生关系都有显著的影响,来自于城市的学生在这三个量表上的得分都显著高于来自农村的学生。而性别因素只是在师生关系上有显著差异,女生的得分显著高于男生。
2、初中生和高中生的亲子沟通、师生关系状况均没有显著差异,同伴关系存在显著差异,高中学生的同伴关系得分显著高于初中学生。
3、对于初中生而言,亲子沟通、师生关系、学业成绩三者间互相存在显著相关,而同伴关系只与学业成绩存在显著相关;对于高中生而言,亲子沟通、师生关系、学业成绩三者间互相存在显著相关,而同伴关系只与师生关系存在显著相关。
4、对于初中生而言,对学业成绩影响最大的是师生关系,其次是同伴关系,最后是亲子沟通;对于高中生而言,对学业成绩影响最大的是亲子沟通,其次是师生关系,同伴关系对其学业成绩无显著影响。
5、对于初中生而言,亲子沟通通过师生关系影响学业成绩,同伴关系单独影响学业成绩;对于高中生而言,师生关系通过亲子沟通影响学业成绩,师生关系同时影响同伴关系。
The present study investigated Parents-children communication,Companion relationship and Teacher-student relationship of 643 students in 4 high schools in DaQin city. Its purpose is to explore the status of the Parents-children communication,Companion relationship and Teacher-student relationship of high school’s students. And how these three factors influence the students’learning achievement? The study showed that:
1. For the students of junior high school, male students’companion relationship is significantly better than female students’. For the senior high school, female students’teacher-student relationship is significantly better than male students, and the three relationships of the students who are form city are significantly better than these of the students who are form country.
2. The parents-children communication and teacher-student relationship of the students who are form junior high school have no significant difference with the students form senior high school.
3. For the students of junior high school, the parents-children communication has significant positive correlation with teacher-student relationship and learning achievement, and the teacher-student relationship has significant positive correlation with learning achievement. But the companion relationship has significant positive correlation with only learning achievement. For the students of senior high school, the parents-children communication has significant positive correlation with teacher-student relationship and learning achievement. But the companion relationship has significant positive correlation with only teacher-student relationship.
4. For the students of junior high school, the most important factor on learning achievement is teacher-student relationship. But for the students of senior high school, the most important factor on learning achievement is parents-children communication.
5. For the students of junior high school, the parents-children communication indirectly influences the learning achievement by the teacher-student relationship; But for the students of senior high school, the teacher-student relationship indirectly influences the learning achievement by the parents-children communication.
引文
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[3]Guerrero L K.Walid A A.What parents don’t know:Topic avoidance in parent-child relationships[C].In:Thomas J S,Glen H S.Parent,child,and communication: Frontiers of thepry and research (monograph).Lawrence Erlbaum Associations, 1995.219-246.
[4]Noller P,Callan V J.Adolescents' perceptions of the nature of their communication with parents[J],Journal of Youth and Adolescence,1990,19:349-363.
[5]Jackson S, Ostra L, Bosma H.Adolescents' perceptions of communication with parents relative to specific aspects of relationships with parents and personal development[J].Journal of Adolescence,1998,21:305-323.
[6]Collins W E,Newman B M, McKenry E C. Intrapsychic and interpersonal factors related to adolescent psychological well being in stepmother and stepfather families[J].Journal of Family Psychology,1995,9:433-455.
[7]Vangelisti A L.Older adolescents’ of communication problems with their parents[J].Journal of Adolescent Research,1992,7(3):382-402.
[8]安伯欣.父母教养方式、亲子沟通与青少年社会适应的关系研究[D]:[硕士学位论文].西 安:陕西师范大学,2004.
[9]郑满利.初中生亲子沟通问题的初步研究[D]:[硕士学位论文].开封:河南大学,2004.
[10]刘宁,陈锡宽,闻憎玉,等.上海核心家庭亲子沟通状况及其影响因素分析[J].中国 公共卫生,2005,21(2):167-169.
[11]Clark R D,Shields G.Family communication and delinquency[J]. Adolescence, 1997,125(32):81-92.
[12]雷厉,王争艳,刘红云,等.初中生的亲子沟通及其与家庭环境系统和社会适应关系的研究 [J].应用心理学,2002(1):4-20.
[13]方晓义,林丹华,孙莉,等.亲子沟通类型与青少年社会适应的关系[J].心理发展与教育, 2004 (1):18-22.
[14]辛自强,陈诗芳,俞国良.小学学习不良儿童家庭功能研究[J].心理发展与教育,1999(1): 22-26.
[15]俞国良.学习不良儿童的家庭环境及其与社会性发展的关系[J].心理发展与教育, 1997(1):44-48.
[16]张文新.儿童社会性发展[M].北京:北京师范大学出版社,2002.133.
[17][22]傅金芝,董泽松.近 20 年来国外有关青少年同伴关系研究进展[J].红河学院学报, 2004(6):75-79.
[18][19][55]Brown B B,Mounts N.Lamborn S D,et al.Parenting practices and peer group affiliationin adolescence[J].Child Development,1993,64:467-482.
[20]陈会昌,辛浩力,叶子.青少年对家庭影响和同伴群体影响的接受性[J].心理科学, 1998(3):264-265.
[21][51][53][54]叶子,庞丽娟.论儿童亲子关系、同伴关系和师生关系的相互关系[J].心 理发展与教育,1999(4):50-55.
[23]Furman W, Buhrmester D.Age and sex differences in perceptions of networks of personal relation2ships[J].Child Development,1992,63:103-115.
[24]杨 霞.儿童同伴关系研究综述[J].中北大学学报(社会科学版),2005(5):85-89.
[25]王强,柳静.不良同伴关系对青少年行为问题的影响及矫治[J].理论月刊,2005(1): 118-120.
[26]Allison M,Ryan.Peer groups as a context for the socialization of adolescents' motivation, engagement and achievement in school[J].Educational psychologist,2001, 35(2):101-111.
[27]Bukowski W M,Newcomb A F,Stability and Determinants of Sociometric Status and Friendship Choice:Along itudinal Perspective[J].Developmental Psychology,1984, 20(5):941-952.
[28]杨光艳,陈青萍.同伴关系的功能及其对学业成绩的影响[J].衡水学院学报,2006(3): 61-64.
[29]Wentzel.Friendships in Middle School: Inflences on Motivation and School Adjustment[J].Journal of Educational Psychology,2004,96(2):95-203.
[30]袁振国.当代教育学(修订版)[M].北京:北京教育科学出版社,1999.8.
[31]李瑾瑜.论师生关系及其对教学活动的影响[J].西北师大学报(社科版),1996:57-61.
[32]范寅虎.学校教育中的师生关系之我见——兼与孙喜亭教授商榷[J].教育理论与实践, 2001(6):59-61.
[33]王维.素质教育与师生关系[J].洛阳师范学院学报,2002(3):130-131.
[34]王耘,王晓华.小学生的师生关系特点与学生因素的关系的研究[J].心理发展与教育, 2002(3):18-23.
[35]董兴林.素质教育与师生关系[J],潍坊教育学院学报,2002(2):37-38.
[36]杨雪梅.小学生的师生关系状况及其与孤独感的关系研究[J].西南民族学院学报,2002(5): 152-154.
[37]Wimmer H.Characteritics of development dyslexia in a regular writing system[J].Applied psycoliguistics,1993,14:1-34.
[38]鲍聪.师生关系研究述评[J].成都教育学院学报,2005 (6):32-36.
[39]陈辉.石家庄市高中生学习动机、师生关系及其学业成就的相关研究[D]:[硕士学位论文].石家庄:河北师范大学,2005.
[40]姜立利.初中生师生关系与其人格、交往归因的相关研究[D]:[硕士学位论文].上海:上 海师范大学,2003.
[41]何晓燕,张 雳,郭成,等.高中生师生关系、应对方式及其关系的研究[J],西南师范大 学学报(自然科学版),2006(1):152-157.
[42]郑海燕,王金良,张姝.师生关系对儿童影响的差异性[J],江苏教育学院学报(社会科学版), 2005( 3):33-35.
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