农村留守儿童父母教养方式的研究
发布时间：2018-11-02 17:27
【摘要】：众所周知,家庭教育是一个人成长发展不可缺少的重要因素,是整个教育体系的重要组成部分,具有极其重要的地位和作用。父母教养方式在家庭教育中占据核心地位,对于孩子的社会性发展和个性成长有重要影响。父母通过其教养方式对孩子产生教育影响,使其形成价值观和传统的行为习惯,帮助孩子为将来的发展做好心理上的准备。然而,随着我国社会经济的高速发展,越来越多的农村劳动力涌入城市,从地域上讲,我国中西部农村地区,农民工外出务工的现象更普遍,而且这个群体的数量仍呈现上升的趋势。目前在我国广大农村存在着大量的留守儿童,他们的父母单亲或是双亲常年在外打工,导致亲子交流与互动缺失、家庭结构失衡。本文选取农村“留守初中生”及其父母教养方式为研究对象,以江西省南昌县莲塘镇几所中学初一至初三农村留守学生作为被试,采用岳冬梅等修订的父母教养方式评价量表(简称EMBU)进行问卷调查。通过比较分析农村“留守初中生”父亲教养方式与母亲教养方式、农村“留守儿童”父母教养方式在年级、性别、户籍等不同目标条件的异同,分析父母教养方式在各维度上的特点及产生原因,以便寻找一种健康合理且有利于农村“留守儿童”发展的父母教育方式。本研究得出以下结论:1、农村“留守儿童”父亲教养方式与母亲教养方式的差异在于:父亲教养方式在情感温暖、理解,惩罚、严厉两种维度上要比母亲教养方式更为突出。母亲教养方式在过分干涉、保护,偏爱被试与拒绝、否认三种维度上要更为明显。2、农村“留守儿童”父母教养方式存在性别差异:初中“留守男生”更多地感受到惩罚严厉和过分干涉、过分保护消极的父母教养方式,初中“留守女生”则是更多地感受到情感温暖、理解积极的父母教养方式。3、父母教养方式存在城乡差异,城市“留守儿童”在情感温暖、理解,惩罚严厉,过分干涉、拒绝否认维度上得分都要高于农村“留守儿童”。4、农村“留守儿童”父母教养方式存在年级差异:初二“留守儿童”感受到父母的积极教养行为是最少的,而消极教养行为却是最高的,体现在惩罚、严厉维度上得分明显高于初一、初三年级;初三年级农村“留守儿童”父母教养方式在拒绝、否认这一维度上得分明显高于初一年级和初二年级。
[Abstract]:As we all know, family education is an indispensable factor of a person's growth and development. It is an important part of the whole education system and plays an extremely important role. Parental parenting plays a central role in family education and has an important impact on children's social development and personality development. Parents have an educational influence on their children through their upbringing style, so that they can form values and traditional behavior habits, and help their children prepare for the future development psychologically. However, with the rapid development of our country's social economy, more and more rural labor force is pouring into the cities. Geographically speaking, the phenomenon of migrant workers going out to work is more common in the rural areas of central and western China. And the number of this group is still on the rise. At present, there are a large number of left-behind children in the vast rural areas of our country. Their parents work outside the home for many years, which leads to the lack of parent-child communication and interaction, and the imbalance of family structure. This article selects the rural "left-behind junior high school students" and their parents' upbringing style as the research object, taking the rural left-behind students from the first to the third middle schools in Liantang, Nanchang County, Jiangxi Province as the subjects. Yue Dongmei and other revised parental rearing style evaluation scale (EMBU) were used to investigate the questionnaire. Through the comparative analysis of the father's upbringing mode and the mother's upbringing way of rural "left-behind junior high school students", the difference of the different objective conditions such as grade, sex, household registration and so on, the rural "left-behind children" parental rearing mode, etc. This paper analyzes the characteristics and causes of parental rearing style in various dimensions in order to find a healthy and reasonable parental education mode which is conducive to the development of "left-behind children" in rural areas. The main conclusions of this study are as follows: 1. The difference between the father rearing style of rural "left-behind children" and that of mother lies in that the father rearing style is more prominent than the mother's upbringing style in two dimensions: emotional warmth, understanding, punishment and severity. The mother's upbringing style is more obvious in the three dimensions of excessive interference, protection, preference for subjects and rejection, denial. There are gender differences in the parental rearing styles of "left-behind children" in rural areas: the "left-behind boys" in junior high school feel more severe punishment and excessive interference, and over-protect the negative parental rearing style. "Left-behind girls" in junior high school feel more emotional warmth, understand the positive parenting styles of parents. 3. There are differences between urban and rural parenting styles. Urban "left-behind children" are emotional warmth, understanding, severe punishment and excessive interference. The scores of refusing to deny dimensionality were higher than those of rural "left-behind children". 4. There were grade differences in the parental rearing styles of rural "left-behind children": the second grade "left-behind children" felt that their parents' positive upbringing behavior was the least. But the negative upbringing behavior is the highest, reflected in the punishment, the severe dimension score is obviously higher than the grade one, grade three; In the third grade, the parents of the left-behind children in the rural areas refused, denied that the score was significantly higher than that of the first grade and the second grade.
【学位授予单位】：江西农业大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G78
本文编号：2306458
[Abstract]:As we all know, family education is an indispensable factor of a person's growth and development. It is an important part of the whole education system and plays an extremely important role. Parental parenting plays a central role in family education and has an important impact on children's social development and personality development. Parents have an educational influence on their children through their upbringing style, so that they can form values and traditional behavior habits, and help their children prepare for the future development psychologically. However, with the rapid development of our country's social economy, more and more rural labor force is pouring into the cities. Geographically speaking, the phenomenon of migrant workers going out to work is more common in the rural areas of central and western China. And the number of this group is still on the rise. At present, there are a large number of left-behind children in the vast rural areas of our country. Their parents work outside the home for many years, which leads to the lack of parent-child communication and interaction, and the imbalance of family structure. This article selects the rural "left-behind junior high school students" and their parents' upbringing style as the research object, taking the rural left-behind students from the first to the third middle schools in Liantang, Nanchang County, Jiangxi Province as the subjects. Yue Dongmei and other revised parental rearing style evaluation scale (EMBU) were used to investigate the questionnaire. Through the comparative analysis of the father's upbringing mode and the mother's upbringing way of rural "left-behind junior high school students", the difference of the different objective conditions such as grade, sex, household registration and so on, the rural "left-behind children" parental rearing mode, etc. This paper analyzes the characteristics and causes of parental rearing style in various dimensions in order to find a healthy and reasonable parental education mode which is conducive to the development of "left-behind children" in rural areas. The main conclusions of this study are as follows: 1. The difference between the father rearing style of rural "left-behind children" and that of mother lies in that the father rearing style is more prominent than the mother's upbringing style in two dimensions: emotional warmth, understanding, punishment and severity. The mother's upbringing style is more obvious in the three dimensions of excessive interference, protection, preference for subjects and rejection, denial. There are gender differences in the parental rearing styles of "left-behind children" in rural areas: the "left-behind boys" in junior high school feel more severe punishment and excessive interference, and over-protect the negative parental rearing style. "Left-behind girls" in junior high school feel more emotional warmth, understand the positive parenting styles of parents. 3. There are differences between urban and rural parenting styles. Urban "left-behind children" are emotional warmth, understanding, severe punishment and excessive interference. The scores of refusing to deny dimensionality were higher than those of rural "left-behind children". 4. There were grade differences in the parental rearing styles of rural "left-behind children": the second grade "left-behind children" felt that their parents' positive upbringing behavior was the least. But the negative upbringing behavior is the highest, reflected in the punishment, the severe dimension score is obviously higher than the grade one, grade three; In the third grade, the parents of the left-behind children in the rural areas refused, denied that the score was significantly higher than that of the first grade and the second grade.
【学位授予单位】：江西农业大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G78
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