高、低两类社会支持家庭初中生应对方式的初步研究
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摘要
本研究的目的是编制一份适合于我国初中生家庭教育现状的“家庭社会支持问卷”，了解不同社会支持(高社会支持、低社会支持)家庭初中生应对方式的特点。
根据心理测验编制原则，通过开放式问卷及访谈、拟编题项、预试、项目分析等步骤，编定家庭社会支持问卷。用该问卷与黄希庭等人编的《中学生应对方式量表》对整群抽取的5所中学的初中生(572名)进行调查，将其中的高社会支持家庭和低社会支持家庭学生挑出来进行分析。结果表明：
(1)自编的家庭社会支持问卷具有较好的信度和一定的效度，因素分析表明家庭社会支持可分为5个因素：物质支持、生活信息支持、教养氛围支持、情感支持、人际支持。
(2)高社会支持家庭学生较多采取问题解决、求助等应对方式，低社会支持家庭学生较多采取幻想、忍耐等应对方式。
(3)在完整家庭中，高社会支持学生多采取问题解决应对方式，低社会支持学生多采取幻想、忍耐应对方式。
(4)在离异家庭中，高社会支持学生多采取问题解决、求助应对方式，低社会支持学生多采取幻想应对方式。
This study aims to invent the Family Social Support Questionnaire (FSSQ) which is suited to current junior middle school students' family education, and to explore characteristics existing in coping styles of junior middle school students from two types of social support families (higher social support families and lower social support families).
According to the rules of compiling psychological tests, through open-ended questionnaires and interview, topic editing, scale pretesting, topic analyzing etc. We made the FSSQ and integrated it with the Coping Style Scale of Middle School Students (CSSMSS) made by Prof. Huang Xiting, we researched on 572 junior middle school students from five schools, among whom 286 junior middle school students from higher and lower social support families were involved in the analysis. The results are as follows:
1. The self-made questionnaire is of good reliability and some validity. Through factor analysis, 5 factors were gained: material support, living information support, education atmosphere support, emotion support and relationships support
2. Students from higher social support families used more frequently problem-solving and help-seeking coping styles but less fantasy and tolerance styles than those from lower social support families.
3. In complete families, students from higher social support families used more frequently problem-solving coping style but less fantasy and tolerance styles than those from lower social support families.
4. In divorced families, students from higher social support families used more frequently problem-solving and help-seeking coping styles but less fantasy style than those from lower social support families
根据心理测验编制原则，通过开放式问卷及访谈、拟编题项、预试、项目分析等步骤，编定家庭社会支持问卷。用该问卷与黄希庭等人编的《中学生应对方式量表》对整群抽取的5所中学的初中生(572名)进行调查，将其中的高社会支持家庭和低社会支持家庭学生挑出来进行分析。结果表明：
(1)自编的家庭社会支持问卷具有较好的信度和一定的效度，因素分析表明家庭社会支持可分为5个因素：物质支持、生活信息支持、教养氛围支持、情感支持、人际支持。
(2)高社会支持家庭学生较多采取问题解决、求助等应对方式，低社会支持家庭学生较多采取幻想、忍耐等应对方式。
(3)在完整家庭中，高社会支持学生多采取问题解决应对方式，低社会支持学生多采取幻想、忍耐应对方式。
(4)在离异家庭中，高社会支持学生多采取问题解决、求助应对方式，低社会支持学生多采取幻想应对方式。
This study aims to invent the Family Social Support Questionnaire (FSSQ) which is suited to current junior middle school students' family education, and to explore characteristics existing in coping styles of junior middle school students from two types of social support families (higher social support families and lower social support families).
According to the rules of compiling psychological tests, through open-ended questionnaires and interview, topic editing, scale pretesting, topic analyzing etc. We made the FSSQ and integrated it with the Coping Style Scale of Middle School Students (CSSMSS) made by Prof. Huang Xiting, we researched on 572 junior middle school students from five schools, among whom 286 junior middle school students from higher and lower social support families were involved in the analysis. The results are as follows:
1. The self-made questionnaire is of good reliability and some validity. Through factor analysis, 5 factors were gained: material support, living information support, education atmosphere support, emotion support and relationships support
2. Students from higher social support families used more frequently problem-solving and help-seeking coping styles but less fantasy and tolerance styles than those from lower social support families.
3. In complete families, students from higher social support families used more frequently problem-solving coping style but less fantasy and tolerance styles than those from lower social support families.
4. In divorced families, students from higher social support families used more frequently problem-solving and help-seeking coping styles but less fantasy style than those from lower social support families
引文
[1]罗清旭等．父母离异的中学生心理健康问题调查，心理科学通讯，1989，12(2)：45-47
[2]傅安球、史莉芳．离异家庭子女心理，浙江教育出版社，1993．94-96，160-173，179-185
[3]夏勇．离婚对儿童心理发展影响的长期效应，心理发展与教育，1991，7(2)：7-13
[4]Amato, P. R. & B. Keith. Parental divorce and the well-being of children: A meta-analysis, Psychological Bulletin, 1991, 110(1): 26-46
[5]Astone, N. M. Family structure, parental practices, and high school completion, American Sociological Review, 1991, 56:309-320
[6]Rollins, B. C. Parental support, power, and control techniques in the socialization of children, contemporary theories about the family, New York, Free Press, 1979. 317-364
[7]Scanzoni, J. et al. The Sexual bond: Rethinking families and close relationships, Newbury Park, CA: Sage, 1989
[8]Williams, D. R. Socioeconomic differentials in health: A review and redirection, Social Psychology Quarterly, 1990, 53:81-89
[9]Maccoby, E. Socialization in the context of the family, Handbook of Child Psychology, 1983, 4:1-10
[10]Aseltine, R. H. Jr. Pathways linking parental divorce with adolescent depression, Journal of Health and Social Behavior, 1996, 37:133-148
[11]徐安琪、叶文振．父母离婚对子女的影响及其制约因素，中国社会科学，2001，(6)：137-146
[12]西南师范大学心理学系编．黄希庭心理学文选，西南师大出版社，2000．457-468，312-322
[13]刘金花．家庭研究新观点述评，心理科学，1996，19(1)：11-15
[14]缪建东．中学教育力量整合，南京师大出版社，1999．56-78
[15]易进．儿童社会支持系统——一个重要的研究课题，心理发展与教育，1999，15(2)：58-61
[16]邹泓．中学生的社会支持系统与同伴关系，北京师大学报社科版，1999，(1)：34-42
[17]肖水源．社会支持评定量表，中国心理卫生杂志社，1999．127-133
[18]王振宏．初中生自我概念、应对方式及其关系的研究，心理发展与教育，2001，17(3)：22-26
[19]韦有化、汤盛钦．大学生应付活动的测验研究，心理学报，1997，29(1)：67-73
[20]贺寨平．国外社会支持网研究综述，国外社会科学，2001，(1)：76-82
[21]Cobb, R. J. Attachment security and marital satisfaction: The role of positive perception and social support, Personality and Social Psychology Bulletin, 2001, 27(9):1131-1143.
[22]黄希庭．人格心理学，台湾东华书局，1998．618
[23]李强．社会支持与企业下岗人员心理健康，社会心理研究，2001，(2)：9-12
[24]Kristin, D. Mickelson. Perceived stigma, social support, and repression, Personality and Social Psychology, 2001,27(8): 1046-1056
[25]Susan, E. Cross. The interdependent self-construal and social support, Personality and Social Psychology, 2001,27(7):820-832
[26]辛自强，池丽萍．快乐感与社会支持的关系，心理学报，2001，33(5)：442-447
[2]傅安球、史莉芳．离异家庭子女心理，浙江教育出版社，1993．94-96，160-173，179-185
[3]夏勇．离婚对儿童心理发展影响的长期效应，心理发展与教育，1991，7(2)：7-13
[4]Amato, P. R. & B. Keith. Parental divorce and the well-being of children: A meta-analysis, Psychological Bulletin, 1991, 110(1): 26-46
[5]Astone, N. M. Family structure, parental practices, and high school completion, American Sociological Review, 1991, 56:309-320
[6]Rollins, B. C. Parental support, power, and control techniques in the socialization of children, contemporary theories about the family, New York, Free Press, 1979. 317-364
[7]Scanzoni, J. et al. The Sexual bond: Rethinking families and close relationships, Newbury Park, CA: Sage, 1989
[8]Williams, D. R. Socioeconomic differentials in health: A review and redirection, Social Psychology Quarterly, 1990, 53:81-89
[9]Maccoby, E. Socialization in the context of the family, Handbook of Child Psychology, 1983, 4:1-10
[10]Aseltine, R. H. Jr. Pathways linking parental divorce with adolescent depression, Journal of Health and Social Behavior, 1996, 37:133-148
[11]徐安琪、叶文振．父母离婚对子女的影响及其制约因素，中国社会科学，2001，(6)：137-146
[12]西南师范大学心理学系编．黄希庭心理学文选，西南师大出版社，2000．457-468，312-322
[13]刘金花．家庭研究新观点述评，心理科学，1996，19(1)：11-15
[14]缪建东．中学教育力量整合，南京师大出版社，1999．56-78
[15]易进．儿童社会支持系统——一个重要的研究课题，心理发展与教育，1999，15(2)：58-61
[16]邹泓．中学生的社会支持系统与同伴关系，北京师大学报社科版，1999，(1)：34-42
[17]肖水源．社会支持评定量表，中国心理卫生杂志社，1999．127-133
[18]王振宏．初中生自我概念、应对方式及其关系的研究，心理发展与教育，2001，17(3)：22-26
[19]韦有化、汤盛钦．大学生应付活动的测验研究，心理学报，1997，29(1)：67-73
[20]贺寨平．国外社会支持网研究综述，国外社会科学，2001，(1)：76-82
[21]Cobb, R. J. Attachment security and marital satisfaction: The role of positive perception and social support, Personality and Social Psychology Bulletin, 2001, 27(9):1131-1143.
[22]黄希庭．人格心理学，台湾东华书局，1998．618
[23]李强．社会支持与企业下岗人员心理健康，社会心理研究，2001，(2)：9-12
[24]Kristin, D. Mickelson. Perceived stigma, social support, and repression, Personality and Social Psychology, 2001,27(8): 1046-1056
[25]Susan, E. Cross. The interdependent self-construal and social support, Personality and Social Psychology, 2001,27(7):820-832
[26]辛自强，池丽萍．快乐感与社会支持的关系，心理学报，2001，33(5)：442-447