大学生父母依恋及其对学校适应的影响

发布时间：2018-07-05 19:13

本文选题：父母依恋 + 学校适应　；参考：《西南大学》2009年博士论文

【摘要】： 大学是大学生从家庭步入社会、从依赖走向独立的重要中转站和训练基地,大学生学校适应的好坏对其未来发展至关重要。依恋理论认为,早期依恋经验(通常是父母依恋)是个性与社会性发展的基础,对个体的适应与发展具有持久而广泛的影响。根据依恋的内部工作模型理论,个体对父母的依恋经验会被逐渐内化并泛化为相对稳定的有关自我、他人的内部工作模型,父母依恋的持久影响正是以内部工作模型为中介;此外,对于大学生而言,父母仍然是最重要的依恋对象和社会支持源,因此可以预期,父母依恋对大学生学校适应有重要影响。国外不少研究表明,大学生父母依恋对学校适应具有积极影响,高品质的父母依恋可以预测较好的学校适应,反之亦然。尽管国外研究已经获得了父母依恋影响大学生适应的大量支持证据,但是仍然存在下述局限:(1)常用大学生父母依恋量表对依恋内涵的把握不够完整且维度分歧较大:(2)对依恋理论的基础理论——内部工作模型理论——的实证检验及经验运用关注不够;(3)简单相关研究多、多变量综合研究少,极少有研究考察父母依恋影响学校适应的中介机制。在学校适应研究领域,同样存在简单相关研究多、多变量综合研究少的局限,对众多学校适应影响因素(比如家庭因素、人格特征、自我概念、人际关系、应对风格等)的考察缺乏整合的、系统的视角。此外,国内迄今没有针对大学生父母依恋与学校适应关系的研究。有鉴于上述种种,本研究以中国大学生为对象,探索大学生父母依恋的主要维度,初步检验依恋的内部工作模型理论,并在此基础上构建父母依恋影响学校适应的多变量关系模型。依恋理论认为,早期依恋关系是个体未来人际关系的原型,父母依恋的质量可以预测人际关系能力和社会支持水平;而在有关个体适应的理论和研究中,社会支持感知和人际关系能力被视为影响人际适应进而影响其他适应方面(如身心适应)的重要因素。此外,对于青少年及大学生而言,自主性是一项重要的发展任务,其发展水平对个体适应具有广泛而重要的影响;尽管依恋理论认为高品质的父母依恋能为健康的自主性发展提供有力支持,但是经验研究尚无定论。鉴于自主性、人际关系能力、社会支持感知对于个体适应的重要性,本研究以这三个适应能力变量为典型,初步检验依恋的内部工作模型理论,并考察它们在父母依恋影响学校适应中的中介作用。本研究主要由六个部分组成。研究一,从依恋的核心特征(保持亲近、分离痛苦、避风港、安全基地)出发,结合开放式调查,探索大学生父母依恋的主要维度并编制量表。研究二,考察大学生父母依恋的总体水平、类型分布,以及父母依恋在性别、学校类型、年级、专业、父母教育水平、家庭所在地、家庭经济条件等因素上的可能差异。研究三,根据课题研究的需要编制包括学习适应、人际适应、身心适应三个方面的简明大学生学校适应量表。研究四,考察大学生学校适应的总体水平以及在性别、学校类型、年级、专业、父母教育水平、家庭所在地、家庭经济条件等因素上的可能差异。研究五,考察父母依恋同自尊(代表自我模型)、信任他人(代表他人模型)、自主性、人际关系能力、社会支持感知的关系,运用结构方程模型的方法构建并检验父母依恋经由自尊、信任他人影响自主性、人际关系能力、社会支持感知的关系模型,以对依恋的内部工作模型理论提供初步检验:研究六,考察父母依恋、自尊、信任他人、自主性、人际关系能力、社会支持感知同学校适应的关系,运用结构方程模型的方法构建并检验父母依恋经由自尊、信任他人、自主性、人际关系能力、社会支持感知影响学校适应的关系模型。通过上述研究得出如下结论: 1、自编大学生父母依恋问卷信、效度良好,大学生父母依恋主要包含“依恋亲密”和“依恋自主”两个维度。 2、大学生父母依恋存在性别差异:与男生相比,女生同父母的关系更亲密,但也更依赖父母:女生和母亲的关系比和父亲的关系更亲密,也更依赖母亲而不是父亲;男生同母亲的关系比同父亲的关系更亲密,但是在依恋自主性方面母子关系和父子关系没有显著差异。 3、大学生父母依恋的年级差异不显著,表明父母依恋在大学阶段不受成熟因素的影响。 4、大学生的家庭社会地位(父母教育水平、家庭经济条件、城乡差异)越高,则父母依恋的水平越高。 5、自编大学生学校适应问卷信、效度良好,可用于测量大学生在学习动力、学习压力、人际适应、身心适应等方面的适应状况。 6、大学生的学校适应状况总体较好,不过在学习动力、学习压力、人际适应、身心适应四个方面分别有6.6%、13.8%、4.3%、9.9%的大学生严重适应不良,值得关注。 7、学校适应的性别差异总体上不显著。 8、一年级大学生的学校适应水平显著高于其他三个年级,表明大学教育环境和质量值得关注。 9、大学生的家庭社会地位(父母教育水平、家庭经济条件、城乡差异)越高,则学校适应状况越好。 10、父母依恋对自尊、信任他人、自主性、人际关系能力、社会支持感知具有正向的预测力,自尊、信任他人对自主性、人际关系能力、社会支持感知具有正向的预测力:父母依恋对自主性、人际关系能力、社会支持感知的影响部分地以自尊、信任他人为中介,自尊的中介效应显著大于信任他人的中介效应:上述结果支持依恋的内部工作模型理论,即依恋主要通过内部工作模型对个体的适应与发展产生持久、广泛的影响。 11、父母依恋、自尊、信任他人、自主性、人际关系能力、社会支持感知对学校适应均有正向的预测力;父母依恋首先以自尊、信任他人(代表内部工作模型)为中介,然后再通过自主性、人际关系能力和社会支持感知的中介作用对学校适应产生影响;在父母依恋对学校适应的影响中,自尊的中介效应大于信任他人的中介效应;自主性的中介效应大于人际关系能力、社会支持感知的中介效应,自主性是父母依恋、自尊影响学校适应的主要中介。总体而言,本研究的理论贡献主要表现在以下三个方面:(1)从依恋的核心特征出发,发现大学生父母依恋主要包含“依恋亲密”和“依恋自主”两个相对独立的维度,这个结果与国外婚恋依恋研究的发现具有同构性;其中,“依恋自主”维度是国外父母依恋量表极少涉及的维度;(2)以中国大学生为对象,初步检验了依恋的内部工作模型理论,为该理论提供了经验支持,即内部工作模型(本研究以自尊、信任他人为代表)是父母依恋影响个体适应的中介;(3)在依恋理论的框架下,整合性地考察了父母依恋、自尊、信任他人、自主性、人际关系能力、社会支持感知等众多学校适应影响因素,构建了父母依恋影响学校适应的多变量关系模型,丰富并深化了依恋研究和学校适应研究。
[Abstract]:University is an important transfer station and training base for college students to step into society from family to independence. The quality of College Students' school adaptation is very important to their future development. According to the theory of the internal work model of attachment, the attachment experience of the individual to the parents will be gradually internalized and generalized to the relative stable self, the internal work model of others, the lasting influence of parental attachment is mediated by the internal work model, and the parents are still the most important attachment for the college students. Like and social support sources, it is expected that parental attachment has an important impact on college adaptation. Many foreign studies have shown that parental attachment to college students has a positive impact on school adaptation. High quality parental attachment can predict better school adaptation and vice versa. Although foreign research has already obtained parental attachment, it has a great influence. There are a lot of support evidence for students' adaptation, but there are still the following limitations: (1) the common students' parental attachment scale is not complete and different in the dimension of attachment: (2) the basic theory of attachment theory - the internal work model theory - the empirical examination and experience application concern is not enough; (3) many simple related studies, many There are few studies on the mediating mechanism of parental attachment that affect school adaptation. In the field of school adaptation, there are also many simple related studies and limited multivariable research, and the adaptation of many schools to factors such as family factors, human characteristics, self concept, interpersonal relationship, coping style, etc. In addition, there is no research on the relationship between parental attachment and school adaptation in China so far. In view of the above, this study takes Chinese college students as the object to explore the main dimension of parental attachment to college students, and to test the internal work model of attachment, and build the parents' dependence on this basis. A multivariable relationship model that affects school adaptation.
The attachment theory holds that early attachment is the prototype of individual relationships in the future, and the quality of parental attachment can predict interpersonal and social support. In the theory and study of individual adaptation, social support perception and interpersonal competence are considered to affect interpersonal adaptation and then affect other adaptations (such as body and mind). In addition, autonomy is an important development task for adolescents and college students, and their level of development has a broad and important impact on individual adaptation. Although attachment theory holds that high quality parental attachment can provide strong support for the development of health autonomy, there is no conclusive empirical study. The importance of autonomy, interpersonal competence and social support perception to individual adaptation is a typical study of these three adaptation variables, and a preliminary examination of the internal work model of attachment, and the mediating effect of their parental attachment on school adaptation.
This study mainly consists of six parts. First, from the core features of attachment (keeping close, separating pain, avoiding the harbor, safety base), combining the open investigation, we explore the main dimensions of the attachment of the parents of college students and compile a scale. Two, study the general level, type distribution and attachment of parents' attachment to the parents. Different factors such as school type, grade, specialty, parent education level, family location, family economic conditions and other factors. Study three, according to the needs of the study, a concise college adaptation scale includes three aspects: learning adaptation, interpersonal adaptation and physical and mental adaptation. Study four, to investigate the overall water of College Students' school adaptation. The possible differences in gender, school type, grade, specialty, parental education, home location, family economic conditions, etc. study five. Study the relationship between parental attachment and self-esteem (representing self model), trust in others (representative of others model), autonomy, interpersonal relationship, social support perception, and structural equation model. The method constructs and tests the relationship model of parental attachment through self-esteem, trust others' influence autonomy, interpersonal relationship ability and social support perception. It provides a preliminary test for the internal work model theory of attachment: study six, examine parental attachment, self-esteem, trust others, autonomy, interpersonal skills, social support and school adaptation. By using the method of structural equation model, we construct and test the relationship model of parental attachment through self-esteem, trust, autonomy, interpersonal competence and social support perception. Through the above study, the following conclusions are drawn.
1, the self-designed questionnaire of parental attachment is valid, and the attachment of college students mainly includes two dimensions: attachment attachment and attachment autonomy.
2, there are gender differences in parental attachment: compared with boys, girls are more intimate with their parents, but they are more dependent on their parents: the relationship between girls and mothers is more intimate than their fathers, but also more dependent on mothers than fathers; the relationship between boys and mothers is more intimate than their father. There is no significant difference in the relationship between the parents and the parents.
3, there is no significant difference in grade attachment between college students and parents, indicating that parental attachment is not affected by maturity factors at university stage.
4, the higher the family social status of college students (the level of parental education, the family economic conditions, the difference between urban and rural areas), the higher the level of parental attachment.
5, self compiled college students' school adaptation questionnaire letter, good validity, can be used to measure the adaptability of college students in learning motivation, learning pressure, interpersonal adaptation, physical and mental adaptation and so on.
6, college students' school adaptation is generally good, but there are 6.6%, 13.8%, 4.3%, 9.9% college students in the four aspects of learning motivation, learning pressure, interpersonal adaptation, and physical and mental adaptation, which are seriously ill adapted.
7, the gender differences in school adaptation are generally not significant.
8, the school adjustment level of freshmen is significantly higher than that of the other three grades, indicating that the environment and quality of university education deserve attention.
9, the higher the family social status of college students (the level of parental education, the family economic conditions, the difference between urban and rural areas), the better the school adjustment.
10, parents' attachment to self-esteem, trust in others, autonomy, interpersonal skills, social support perception has positive predictive power, self-esteem, trust others have positive predictive power to autonomy, interpersonal relationships, and social support perception: parental attachment to autonomy, interpersonal relationships, and social support perception is partly dependent on self-esteem. As an intermediary, the intermediary effect of self-esteem is significantly greater than the intermediary effect of trusting others: the above results support the internal work model theory of attachment, that is, attachment has a lasting and extensive influence on individual adaptation and development mainly through internal work model.
11, parental attachment, self-esteem, trust in others, autonomy, interpersonal relationships, and social support perception have positive predictive power for school adaptation; parents' attachment first is mediated by self-esteem and trust in others (representing internal work model), and then through the intermediary role of autonomy, interpersonal relationship and social support perception. Influence, in the influence of parental attachment on school adaptation, the intermediary effect of self-esteem is greater than that of the trust of others; the intermediary effect of autonomy is greater than the interpersonal relationship ability, the intermediary effect of social support perception, autonomy is the parent attachment, and self-esteem affects the main intermediary of school adaptation.
In general, the theoretical contribution of this study is mainly shown in the following three aspects: (1) from the core characteristics of attachment, it is found that the parental attachment of college students mainly includes two relative independent dimensions of attachment intimacy and attachment autonomy, which is isomorphic to the discovery of foreign love and love studies. "Dimension is a dimension that is rarely involved in foreign parents' Attachment Scale; (2) taking Chinese college students as the object, the internal work model theory of attachment is preliminarily tested to provide empirical support for this theory, that is, the internal work model (this study is based on self-esteem and trust others) is the intermediary of parental attachment affecting individual adaptation; (3) in attachment theory. Under the framework, many schools adapt to the factors such as parental attachment, self-esteem, trust in others, autonomy, interpersonal competence, social support perception and so on. A multi variable relationship model of parental attachment affecting school adaptation is constructed, which enriches and deepens the study of attachment and school adaptation.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：B844.2;G645.5

【相似文献】