初中生情绪调节自我效能感与家庭教养方式的关系

发布时间：2018-05-02 08:44

本文选题：初中生 + 情绪调节自我效能感　；参考：《四川师范大学》2017年硕士论文

【摘要】：情绪调节自我效能感,包括调解积极情绪自我信心感和把控消极情绪的自我信心感。作为情绪领域的研究主题,中外学者纷纷展开了研究,并取得累累硕果。目前,研究的内容主要是在个人情思、行为、活动中,情绪调节自我效能感的影响功能。但以影响情绪调节自我效能感的因素作为研究对象进行研究的不多,一般以高中生、大学生、成年男性、女性为研究对象,以刚进入青春期情绪不稳定的中学生为对象展开的研究还比较少。在这个研究中的对象是中学生,进入青春期的初中生体验到的消极情绪多。影响这时期的初中生调节消极情绪的基点在于家庭,家庭的情绪氛围、父母的教养方式、亲子之间的沟通、冲突的处理等都对初中生的情绪调节能力有重要的影响。我选择了家庭中父母的抚养教育方法着手进行研究,通过研究分析文献,选用家庭教养方式调查问卷和情绪调节自我效能感为研调查问卷为究工具,使用spss分析探讨初中生情绪调节自我效能感的总体状况,在性别、年级、是否独生、来源、城乡方面的差异;以及初中生家庭教养方式在性别、年级、城乡方面的差异。把初中生情绪调节自我效能感各维度与家庭教养方式各因子通过运用spss相关分析进行分析,得出的结论如下:(1)初中生表达积极情绪效能感的均分比较高,显示出初中阶段学生的情绪调节自我效能感的情况总体上比较好。分别来自农村和城市的初中生,情绪调节效能感有差别。(2)初中阶段女同学和男同学两大群体的情绪调节效能感有差别,并受学生所在七年级、八年级、九年级的影响。在理解感受积极情绪上,中学生情绪调节自我效能感跟着年级升高而升高,在调控负向情绪效能感上,七年级得分最低,八年级情绪调节自我效能感均分最高。(3)家庭教养方式受初中生所在年级影响,父母对初中生的肯定、理解、包容随着年级的升高而增多,父母对初中生的否定、责罚、苛严、干预过度随着年级的升高而减少。家庭教养方式在初中生男同学、女同学两大群体间有差别,父母对女同学的肯定、理解、关爱高于男同学,对男同学的责罚、苛严、否定、干预过分高于女同学。家庭教养方式在乡村、城镇的差别不大。(4)家庭教养方式中,母亲的养育方式对初中阶段学生情绪调节效能感的积极维度的感受力、理解力,消极维度的把控力影响大。(5)初中生情绪调节随父母温暖与理解关心因子得分升高而提高;初中生情绪调节自我效能感随父母拒绝否认、惩罚严厉因子得分升高而降低。(6)母亲的养育方式对初中生的情绪调节自我效能感的影响大于父亲的教养方式对初中生情绪调节自我效能感的影响。
[Abstract]:Emotion regulates self-efficacy, including self-confidence that mediates positive emotions and controls negative emotions. As the subject of emotional research, Chinese and foreign scholars have carried out research, and have made a lot of achievements. At present, the main content of this study is the influence function of emotion regulating self-efficacy in personal thoughts, behaviors and activities. However, the factors that affect emotional self-efficacy are not much studied, generally taking high school students, college students, adult men and women as the research objects. The research on middle school students who have just entered puberty emotional instability is less. The subjects of this study are middle school students, middle school students who enter puberty experience a lot of negative emotions. The influence of the junior high school students in this period on the adjustment of negative emotions is based on the family, the emotional atmosphere of the family, the parenting style of parents, the communication between parents and children, and the handling of conflicts, all of which have an important impact on the ability of emotional regulation of junior high school students. I chose the parenting education method of the parents in the family to carry on the research, through the research and analysis literature, selected the family upbringing style questionnaire and the emotion adjustment self-efficacy as the research questionnaire as the research tool. Spss analysis was used to explore the overall situation of emotional regulation self-efficacy of junior high school students, the differences in gender, grade, sole child, source, urban and rural areas, and the differences in gender, grade, urban and rural aspects of junior high school students' family rearing style. By analyzing the dimensions of emotional regulation self-efficacy and the factors of family upbringing style in junior high school students by using spss correlation analysis, the conclusion is as follows: 1) the average score of expressing positive emotional efficacy of junior high school students is higher than that of junior high school students. It shows that the students' emotional regulation and self-efficacy in junior middle school are better on the whole. There were differences in emotion regulation efficacy between female and male students in junior middle school, which were influenced by the students in grade seven, grade eight and grade nine. In terms of understanding and feeling positive emotion, middle school students' emotional regulation self-efficacy increased with the increase of grade, and the seventh grade had the lowest score in regulating negative emotional efficacy. The average score of emotional regulation self-efficacy of grade eight is highest. 3) the family rearing style is influenced by the grade of junior high school students. The parents' affirmation, understanding and tolerance increase with the increase of grade, and the parents' negation, punishment, and rigor of junior high school students. Excessive intervention decreases as grades rise. There are differences between the two groups of junior high school students, male students and female students. Parents' affirmation, understanding and love are higher than that of male students, and the punishment of male students is harsh, negative, and the interference is too much than that of female students. The difference of family rearing style in rural and urban areas is not significant.) in the family rearing style, the mother's rearing style is sensitive and understanding to the positive dimension of emotional adjustment efficacy of junior middle school students. The negative dimension has a great influence on emotional control. 5) the emotional regulation of junior high school students increases with the increase of parental warmth and understanding care factor, while the emotional regulation self-efficacy of junior high school students is denied by their parents. The influence of mother's rearing style on emotional regulation self-efficacy of junior high school students was higher than that of father's. (2) the influence of parenting style on emotional regulation self-efficacy of junior high school students was higher than that of father's.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】