父亲教养方式对高中生考试焦虑的相关研究

发布时间：2018-03-13 17:09

本文选题：父亲教养方式　切入点：人格特征　出处：《宁波大学》2011年硕士论文　论文类型：学位论文

【摘要】：考试焦虑普遍存在学生当中,考试焦虑影响的不仅是学生的认知以及考试成绩,还会危害学生的身体健康和心理健康。随着离婚率的逐渐升高,单亲家庭越来越多。因此关注这些特殊家庭学生的考试焦虑情绪,重视父亲在子女教育中的作用,分析影响学生考试焦虑的相关因素以及影响途径非常有必要。已有研究发现有众多的因素可以影响考试焦虑,对这些变量间的关系也有广泛的探讨。但缺乏对变量间交互作用的深入分析,使得我们难以理解这些变量是如何对考试焦虑产生影响的。影响学生考试焦虑的诸多因素都是通过学生的人格变量的直接作用,从而对考试焦虑产生影响。即外因通过内因产生作用。外因主要指家庭教养方式,而内因指学生的个性特征。同样的外部条件,对于不同人格特征的学生的影响是不同的。本文通过对在校高中生大规模的调查研究,对完整家庭、父亲缺失家庭与母亲缺失家庭的学生进行比较分析,得出以下结论: (1)来自不同结构家庭的学生考试焦虑存在显著的差异。在情绪性维度上,三种家庭结构之间有显著差异,父亲缺失家庭的学生得分最高,其次是母亲缺失家庭,得分最低的是完整家庭的学生。在忧虑性维度上,三种家庭结构之间也存在显著差异。两种单亲家庭之间没有显著差异,而与完整家庭相比存在显著差异,即单亲家庭的学生在考试焦虑的忧虑性维度上得分显著高于完整家庭的学生。 (2)父亲的情感温暖与偏爱与子女的考试焦虑有显著的负相关,惩罚严厉与拒绝否认与子女的考试焦虑有显著的正相关。母亲教养方式中,情感温暖与考试焦虑有显著的负相关,惩罚严厉与考试焦虑有显著的正相关。回归分析发现,父亲教养方式能够解释子女考试焦虑的更多的变异量。 (3)从结构方程模型图可以看出,父亲教养方式中的情感温暖通过学生消极人格特征的部分中介作用对考试焦虑产生影响。与父亲教养方式不一样,母亲积极与消极的教养方式对考试焦虑的影响既通过积极人格特征,也通过消极人格特征的中介作用。说明父亲教养方式对子女考试焦虑的影响更直接,而母亲的影响更间接。
[Abstract]:Test anxiety is common among students. Test anxiety affects not only students' cognition and test scores, but also their physical and mental health. There are more and more single-parent families. Therefore, we pay attention to the test anxiety of students from these special families and the role of fathers in the education of their children. It is necessary to analyze the related factors and ways of influencing students' test anxiety. The relationship between these variables is also widely discussed, but there is a lack of in-depth analysis of the interaction between variables, It is difficult to understand how these variables affect test anxiety. Many of the factors that affect students' test anxiety are directly influenced by students' personality variables. External factors mainly refer to family rearing style, while internal factors refer to students' personality characteristics. The same external conditions have different effects on students with different personality characteristics. Through a large-scale investigation of high school students, this paper makes a comparative analysis of the students with complete families, families without fathers and families without mothers, and draws the following conclusions:. (1) there were significant differences in test anxiety among students from different families. In the emotional dimension, there were significant differences among the three kinds of family structure, the students with the absence of father had the highest score, and the students with missing mother had the highest score. In the anxiety dimension, there were significant differences among the three family structures. There was no significant difference between the two single-parent families, but there was a significant difference between the two single-parent families. That is, students from single-parent families scored significantly higher on anxiety dimension of test anxiety than students from intact families. (2) there was a significant negative correlation between father's emotional warmth and preference and children's test anxiety, between severe punishment and refusal denial and children's test anxiety, and a significant negative correlation between emotional warmth and test anxiety in mother's rearing style. Severe punishment was positively correlated with test anxiety. Regression analysis showed that the father's rearing style could explain more variation of children's test anxiety. 3) from the structural equation model diagram, it can be seen that the emotional warmth in the father's rearing style has an effect on the test anxiety through the partial intermediary function of the students' negative personality characteristics, which is different from the father's rearing style. The influence of mother's positive and negative rearing style on test anxiety is not only through positive personality characteristics, but also through the intermediary role of negative personality characteristics, which shows that father's rearing style has more direct influence on children's test anxiety, while mother's influence is more indirect.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G44

【参考文献】