父母教养行为与青少年学校适应：亲子依恋和自我表露的链式中介作用

发布时间：2018-04-11 15:43

本文选题：父母教养行为 + 亲子依恋　；参考：《山东师范大学》2017年硕士论文

【摘要】：学校适应是青少年主要的社会适应,学校适应良好,青少年就能够积极主动的融入学校环境,处理学业和人际压力,为将来的发展打好基础。既有研究表明,父母教养行为显著预测学校适应,但鲜有研究揭示二者之间的内部作用机制。本研究考察亲子依恋和自我表露在父母教养行为与学校适应间的链式中介作用旨在探讨父母教养行为和学校适应之间的内部作用机制,为促进青少年学校适应提供理论依据。本研究采用方便抽样法,运用父母教养行为问卷、亲子依恋问卷、自我表露问卷、学校适应问卷对594名中学生进行施测,主要研究结果如下:(1)初中生学校适应总体状况较好,其中同伴关系适应最好,常规适应和师生关系适应次之,自我接纳和课业适应最差。(2)常规适应的性别主效应显著,具体表现为女生的常规适应明显好于男生。学校适应及其五个维度的年级主效应均显著,具体表现出“V”形发展趋势。初一学生总体适应最好,初三学生次之,初二学生最差,且初一与初二存在显著差异。性别和年级的交互作用在学校适应及其五个维度上均不显著。(3)学校适应及其五个维度上,独生/非独生子女得分差异均不显著。父亲受教育程度为高中或中专的学生,其总体学校适应和课业适应得分显著低于父亲受教育程度在大专及其以上的学生。母亲受教育程度为大专及其以上的学生,其课业适应得分显著高于母亲受教育程度为初中及其以下的学生。(4)父母积极教养行为与学校适应及其五个维度均显著正相关;父母消极教养行为与学校适应及其五个维度显著负相关;父子/母子依恋与学校适应及其五个维度显著正相关;父亲表露及其三个维度(父亲爱好与兴趣表露、父亲学习表露、父亲学校经历表露)与学校适应及其五个维度显著正相关;母亲学习表露与总体学校适应、常规适应、师生关系、自我接纳、课业适应显著正相关。(5)父亲表露在父亲积极教养行为与学校适应间起部分中介作用,父子依恋和父亲表露在父亲积极教养行为与学校适应间起链式中介作用;父子依恋和父亲表露在父亲消极教养行与学校适应间起链式中介作用;母子依恋和母亲表露在母亲积极教养行为与学校适应间的链式中介作用不成立;母子依恋和母亲表露在母亲消极教养行为与学校适应间起链式中介作用。(6)母亲消极教养行为对学校适应的直接预测作用显著大于父亲消极教养行为;父子依恋和父亲表露的中介作用显著大于母子依恋和母亲表露;父亲消极教养行为、父子依恋和父亲表露对于学校适应的总效应显著小于母亲消极教养行为、母子依恋和母亲表露。
[Abstract]:School adaptation is the main social young people to adapt, adapt well to the school, young people actively involved in school environment, deal with academic and interpersonal pressure, lay a good foundation for future development. The existing research shows that parenting behaviors significantly predict school adaptation, but few studies reveal the internal mechanism between the two internal mechanism. This study examines the role of parent-child attachment and self disclosure to the chain intermediary role in parenting behavior and school aims to explore the parental rearing behavior and school adaptation, provide a theoretical basis for the promotion of youth to school. This research uses convenient sampling method, the use of parental rearing behavior questionnaire, attachment questionnaire, self disclosure questionnaire, school adaptation the questionnaire of 594 middle school students were tested. The main results are as follows: (1) junior middle school students to adapt to the overall situation is relatively good, which close companion The Department to the best, and the relationship between teachers and students to adapt to the conventional adaptation of self acceptance and academic adaptation is the worst. (2) the main effect of the conventional adaptation of gender significantly, the specific performance of conventional adaptation girls better than boys. The main effect of school adaptation and its five dimensions grade were significant, the specific performance of a "V" shape the trend of development. The students adapt to the best overall, second grade students, students of grade two and grade one and grade two of the worst, there are significant differences. The interaction of gender and grade in school adaptation and its five dimensions are not significant. (3) the school adaptation and its five dimensions, the only child / non child scores were is not significant. The father of education for high school or secondary school students, the overall adaptation and academic adaptation were significantly lower than that of the father of education in junior college and above students. Mother's education for College and above The students, their academic adaptation was significantly higher than that of the mother's education for junior high school students and below. (4) positive parental rearing behavior and school adjustment and its five dimensions are positively related; the negative parenting behavior and school adjustment and its five dimensions are significant negative correlation; father / mother child attachment and school adaptation was positively correlated and its five dimensions; the father revealed its three dimensions (father's hobbies and interests show, father study show, father school experience shows) was positively correlated with the five dimensions of school adaptation and learning; mother disclosure and overall school adaptation, conventional adaptation, teacher-student relationship, self acceptance, academic adaptation was positively related to (5). To show his father played the intermediary role between positive parenting behavior and school in the father, son and father attachment between the chain to reveal the intermediary role in the positive parenting behavior and school father Father and son and father to show attachment; between chain intermediary role in the father's negative parenting and parent-child attachment and mother school; showing in mother's positive parenting behavior and school adaptation among the chain intermediary role is not established; mother child attachment and mother revealed to play an intermediary role in the chain between the mother's negative parenting behavior and school (6) directly. Prediction of mother's negative parenting behavior for school adaptation was significantly greater than the father's negative parenting behavior; the mediating role of parent-child attachment and father revealed significantly greater than the parent child attachment and mother disclosure; father's negative parenting behavior, parent-child attachment and father disclosure for total effect of school adaptation is significantly less than the mother's negative parenting behavior, parent child attachment and mother show.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】