高中生父母教养方式、学业情绪与学业成绩的关系研究

发布时间：2018-07-02 12:21

本文选题：高中生 + 父母教养方式　；参考：《长江大学》2016年硕士论文

【摘要】：高中生的学业成绩一直是家庭、学校乃至社会普遍关注的问题,本研究首次将父母教养方式、学业情绪与学业成绩这三个变量之间的关系作为研究内容,丰富了研究对象、拓展了研究内容。本研究旨在探讨作为家庭环境因素的父母教养方式与作为个体自身内部因素的学业情绪是否会影响学生的学业成绩,作为外部环境因素的父母教养方式与作为内部情感因素的学业情绪间有无关系,父母教养方式能否通过影响学业情绪间接影响学业成绩。据此,为帮助家庭改善其父母教养方式、学生监控自我的学业情绪,进而提升个体的学业成绩提供了有力的实证依据。本研究采用中文版简式父母教养方式问卷(S-EMBU-C)、青少年学业情绪问卷(AMS)以及某一次统一的学业考试成绩对荆州市、天门市各2所共4所学校共计647名高中学生进行了调查,探讨高中生父母教养方式、学业情绪与学业成绩之间的关系。本研究的主要结论如下：1.父母教养方式方面,总体上父母亲双方的教养方式会呈现出差异性,但维度上呈现出一致性,父母采用较多的教养方式是情感温暖理解的积极教养方式。其次,在不同的人口学变量上,高中生的父母教养方式呈现出不同的差异性。重父母情感温暖理解的家庭教养方式的得分仍然最高,且其在对子女的影响上没有性别差异。但是,在父亲的拒绝否认和过度干涉保护的维度上男生得分都高于女生,在母亲的过度保护维度上男生得分也高于女生。在母亲的教养方式上,高一年级的得分显著高于高三年级。独生子女的父母在情感温暖理解维度上的得分明显高于非独生子女,同时,独生子女的父母在过度干涉保护的维度上的得分也明显高于非独生子女。在父母双方教养方式的情感温暖理解维度上,居住在城镇的子女得分高于居住在农村的子女；非住校就读的学生得分高于住校就读的学生。理科生的父母亲教养方式得分均高于文科生,具体表现为理科生的母亲情感温暖理解和父亲过度干涉保护的维度得分均高于文科生。2.高中生中的学业情绪各维度均存在着人口学变量上的差异。重点高中的学生在积极的学业情绪体验上的得分明显高于普通高中,在消极低唤醒的学业情绪体验上的得分又明显低于普通高中。涉及到的积极学业情绪有自豪、高兴、希望、满足和平静；消极学业情绪有厌倦和无助。男生在积极低唤醒维度上的总得分高于女生,而在消极高唤醒维度上的总得分低于女生。不同年级的高中生有着不同的学业情绪,在积极的学业情绪上,高一年级呈现出最高得分；在积极高唤醒的维度上,高一年级显著高于高三年级,在积极低唤醒的维度上,高一年级显著高于高二年级。独生子女与非独生子女在消极的学业情绪上不存在显著的差异,但在积极情绪的希望因子上,独生子女的得分要低于非独生子女。居住在农村的高中生在自豪、满足2个积极学业情绪因子上的得分低于居住在城镇的高中生,而在无助的消极学业情绪因子上的得分显著高于居住在城镇的高中生。住校就读的高中生在无助的消极学业情绪因子上的得分高于非住校的高中生,在放松的积极学业情绪因子上的得分低于非住校的高中生。文科生在消极的学业情绪上高于理科生,且在积极低唤醒的学业情绪上低于理科生,具体表现在无助、沮丧、心烦及放松4个因子上存在着显著差异。3.高中生父母教养方式、学业情绪与学业成绩存在着相关关系。在父母教养方式与学业成绩的相关研究中,本研究明确得出教养方式中拒绝否认维度与学业成绩显著负相关、情感温暖理解维度与学业成绩显著正相关的结论。在学业情绪与学业成绩的相关研究中,本研究发现积极的学业情绪与学习成绩显著正相关,消极低唤醒的学业情绪与学习成绩显著负相关。一方面,情绪能在一定程度上预测成绩；另一方面,学业成绩对情绪也有反馈作用。4.学业情绪在父母教养方式对学业成绩的影响中起中介作用。积极高唤醒学业情绪在母亲拒绝、母亲情感温暖、父亲情感温暖三个维度上的父母教养方式与学业成绩之间中介效应显著,起部分中介作用。积极低唤醒学业情绪在母亲情感温暖、父亲情感温暖两个维度上的父母教养方式与学业成绩之间中介效应显著,起部分中介作用。消极低唤醒学业情绪在母亲拒绝、母亲情感温暖、父亲情感温暖三个维度上的父母教养方式与学业成绩之间中介效应显著,起部分中介作用；同时,消极低唤醒在父亲拒绝维度上的教养方式与学业成绩之间起完全中介作用,即父亲拒绝的教养方式不是直接影响高中生的学业成绩,而是通过影响消极低唤醒的学业情绪进而影响学业成绩的。这一结果支持了本研究的假设。基于研究结论,本论文针对于家庭、学校以及学生本人提高相应的建议与措施：(1)打造平等沟通的家庭氛围,父母角色缺一不可；(2)学校讲解情绪机制,学生掌控自身学业情绪；(3)端正自身努力目标,理智面对学业成绩。
[Abstract]:The academic achievement of high school students has always been a common concern of the family, school and even the society. This study for the first time studies the relationship between the three variables of parenting style, academic emotion and academic achievement, enriching the research object and expanding the research content. This research aims to explore the parental rearing as a family environment factor. Whether or not the academic emotion which is the internal factor of the individual affects the academic achievement of the students. As the external environmental factors, the parental rearing pattern has no relation to the academic emotion as the internal affective factor. Whether the parental rearing style can influence academic performance indirectly through the influence of academic emotion can help the family to improve it. In this study, the Chinese version of the simplified Parenting Style Questionnaire (S-EMBU-C), the adolescent academic emotion questionnaire (AMS) and a unified academic test result were used in Jingzhou, Tianmen, and Tianmen, 2 schools in all 2 schools. A total of 647 senior high school students were investigated to explore the relationship between parental rearing styles and academic performance. The main conclusions of this study are as follows: 1. the parental rearing patterns are different in general, but the dimensions are consistent, and parents adopt more rearing parties. Secondly, the parental rearing patterns of high school students have different differences on different demographic variables. The score of family parenting style of heavy parents' emotional warmth is still the highest, and there is no gender difference in their influence on children. Male students scored higher than girls in the dimension of degree interference protection, and the score of boys was higher than that of girls in the mother's over protection dimension. In the way of mother's rearing, the score of the first grade was significantly higher than that of the third grade. The only child's parents scored higher than the non only child in the warm understanding dimension of the only child, while the only child was the only child. The scores of parents in the dimension of excessive interference protection were also significantly higher than those of non only children. In the emotional warmth understanding dimension of parental rearing patterns, the children living in the town were higher than the children living in the rural areas; the students in the non school students scored higher than those in the school. The scores were higher than those of the liberal arts students. The scores of the emotional warmth understanding of the science students' mothers and the protection of father's excessive interference were all higher than those of the.2. high school students in the liberal arts. The differences in the demographic variables were found in all the academic emotions in the high school students. The students in the key high school were significantly higher than the ordinary high school in the positive academic emotional experience. The scores of the negative and low arousal academic emotion experience are obviously lower than those of the ordinary high school. The positive academic emotions involved are proud, happy, hopeless, satisfied and calm; the negative academic emotions are tired and helpless. The total score of boys in the positive and low awakening dimension is higher than that of the girls, while the total score in the negative wake up dimension is lower than that of the female. High school students in different grades have different academic emotions, and in positive academic emotions, the senior grade presents the highest score. In the positive and awakening dimension, the first grade is significantly higher than the senior grade. In the positive and low awakening dimension, the first grade is significantly higher than the second grade. The only child and the non only child are negative in the positive and low awakening dimension. There is no significant difference in academic emotion, but the only child in the positive mood is lower than the non only child. The high school students living in the countryside are proud to meet the 2 positive academic emotion factors than the high school students living in the cities and towns, while the scores on the helpless negative academic emotion factors are significant. High school students who live in urban areas have higher scores on negative academic emotional factors than non resident high school students, and lower scores on active academic emotional factors than those of non school students. There are significant differences in the 4 factors of helplessness, depression, annoying and relaxation in 4 factors, which are lower than science students. There is a correlation between the parental rearing patterns of high school students and the relationship between Academic Emotion and academic achievement. In the study of Academic Emotion and academic achievement, the study found that positive academic emotion was positively correlated with academic achievement, negative and low arousal academic emotion was negatively correlated with academic achievement. On the one hand, emotion could be to a certain extent. On the other hand, academic achievement has a feedback effect on emotion..4. academic emotion plays a mediating role in the influence of parental rearing style on academic achievement. The mediating effect between parents' parental rearing and father's emotional warmth on three dimensions of mother's refusal, mother's emotional warmth and father's emotional warmth is significant. There are some mediating effects. The mediating effect of parental rearing pattern and academic achievement on two dimensions of mother's emotional warmth and father's emotional warmth is significant, and it plays a part of mediating effect. The negative arousal of Academic Emotion on Mother's refusal, mother's emotional warmth and father's emotional warmth are the three dimensions of parental teaching. The mediating effect between the cultivation mode and the academic achievement has a significant intermediary effect, while the negative and low arousal in the father's refusal dimension has a complete mediating effect between the way of rearing and the academic achievement, that is, the father's refusal is not a direct influence on the academic achievement of the high school students, but by the influence of the passive and low awakening of the academic emotion. This result supports the hypothesis of this study. Based on the conclusions of this study, this paper raises the corresponding suggestions and measures for the family, the school and the students themselves: (1) to create an equal communication family atmosphere, the parents' role is indispensable; (2) the school explains the emotional mechanism, and the students control their own academic emotions; (3) Correct your goal and face your academic performance.
【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G78;G632.0

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