中学生父母教养方式与情绪智力的相关研究

发布时间：2018-03-07 16:34

本文选题：中学生　切入点：父母教养方式　出处：《天津师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：中学生的情绪智力正值发展期,情绪智力在人生发展中起到了重要作用。父母教养方式是重要家庭因素,对中学生心理健康起着关键的作用。本篇论文采用问卷调查法对天津市实验中学347名中学生进行了调查,使用的是岳东梅修订的《父母教养方式评价量表》和王才康修订的《情绪智力量表》,研究父母教养方式与情绪智力之间的相关,并且在性别、年级间进行了比较,得出如下结果:1.中学生的父母教养方式倾向于父母情感温暖与理解与父母惩罚与严厉,在父母情感温暖理解、父母严厉惩罚、母亲偏爱被试上存在显著的性别差异。具体来说男生的父母严厉惩罚程度更高,而女生父母情感温暖理解和母亲偏爱的程度更高。在年级方面,初一、初二年级在父亲严厉惩罚、父亲偏爱被试、母亲偏爱被试方面得分显著高于高一年级。2.中学生情绪智力处于中等偏上水平。就情绪智力的性别差异来看,在情绪知觉、理解情绪因子上男生和女生存在显著差异,女生得分显著高于男生。在情绪知觉、情绪智力总分上三个年级均存在显著差异,初一、初二年级得分显著高于高一年级;而在情绪利用中,只有初一年级和高一年级存在显著差异,初一年级得分显著高于高一年级。3.中学生的父亲情感温暖理解因子、母亲情感温暖理解因子均与情绪智力各因子以及总分存在显著正相关;母亲偏爱被试因子与理解情绪因子存在显著正相关;父亲严厉惩罚因子与情绪智力各因子以及总分存在显著负相关;母亲严厉惩罚因子与情绪智力各因子存在显著负相关;父亲拒绝否认因子、父亲过度保护因子均与情绪知觉因子存在显著负相关;母亲拒绝否认因子与情绪知觉因子、调控情绪因子均存在显著负相关。4.回归分析显示,父亲情感温暖理解、父亲过分干涉、父亲拒绝否认均进入了回归方程,对中学生情绪智力具有显著的预测作用,而母亲教养方式对中学生情绪智力没有显著的预测作用。
[Abstract]:The emotional intelligence of middle school students is in the developing period, and emotional intelligence plays an important role in the development of life. In this paper, 347 middle school students in Tianjin Experimental Middle School were investigated by questionnaire. Using the "Parental rearing style Evaluation scale" revised by Yue Dongmei and the "emotional Intelligence scale" revised by Wang Caikang, we studied the correlation between parental rearing style and emotional intelligence, and compared the gender and grade. The results are as follows: 1.The parental rearing style of middle school students tends to be parental emotional warmth and understanding and parental punishment and severe. In parental emotional warmth understanding, parents severely punish, There were significant gender differences in maternal preference. Specifically, boys had higher levels of severe punishment, while girls had higher levels of emotional warmth and understanding. In the second grade of junior high school, the students were severely punished by their father, the subjects were favored by their fathers, and the scores of the subjects by their mothers were significantly higher than those of the students in grade one. 2. The emotional intelligence of middle school students was at the upper middle level. According to the gender difference of emotional intelligence, the emotional perception was significant. There were significant differences in understanding emotional factors between boys and girls, and the scores of girls were significantly higher than those of boys. There were significant differences in emotional perception and total scores of emotional intelligence among the three grades, and the scores of grade one and grade two were significantly higher than those of grade one. In emotional utilization, there was significant difference between grade one and grade one, and the score of grade 1 was significantly higher than that of grade 3.The factor of warm understanding of father emotion in middle school students was significantly higher than that in grade 1. There was a significant positive correlation between emotional warmth and understanding factors and emotional intelligence factors and total scores, while there was a significant positive correlation between maternal preference factors and emotional understanding factors. There was a significant negative correlation between the factors of severe punishment of father and the factors of emotional intelligence and the total score of emotional intelligence, a significant negative correlation between the factors of severe punishment of mothers and factors of emotional intelligence, and a factor of father's refusal to deny. There was a significant negative correlation between father overprotection factor and emotion perception factor, and significant negative correlation between mother refusal denial factor and emotion perception factor and regulation emotion factor. 4. Regression analysis showed that father's emotion was warm and understanding. Father's excessive intervention and father's refusal to deny all entered the regression equation, which had a significant predictive effect on middle school students' emotional intelligence, while the mother's upbringing style had no significant predictive effect on middle school students' emotional intelligence.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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