小学生入学适应及其与父母共同养育的关系

发布时间：2018-05-23 10:58

本文选题：小学生 + 入学适应　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：儿童从学龄前转入学龄期,入学适应,是儿童成长发展的关键转折点。入学能否适应是儿童在未来学校生活中是否顺利的基础,也是这一时期父母和孩子们最重要的任务。父母的养育态度及养育关系,是影响小学生适应学习生活变化不可忽视的因素。本研究以6-8岁儿童以及他们的父母为被试,自编小学生入学适应问卷,分析了小学生入学适应的现状及特点。并在此基础上采用自编问卷和修订的父母共同养育关系量表,探讨了父母共同养育与小学生入学适应之间的关系及影响,得出以下主要结论:(1)小学生入学适应整体处于中等水平,认知准备的得分最高,学习品质的得分最低。除认知准备外,小学生入学适应其余各方面均未达到平均水平。(2)小学生入学适应的社会技能和学习品质存在显著的性别差异(P0.05),女生在社会技能和学习品质上的得分均显著高于男生,男生和女生在人际关系和认知准备方面的得分差异不显著(P0.05);小学生入学适应的社会技能、认知准备和学习品质在年龄上存在显著差异(P0.05),年龄越大,社会技能、认知准备和学习品质的得分越高;但是性别和年龄两者之间没有显著的交互作用(P0.05)。(3)小学生入学适应与父母共同养育的相关分析结果显示,母亲在父母共同养育中各因素及总分与小学生入学适应各因素及总分都显著相关(P0.01);父亲在父母共同养育中除养育分工因素外,其他各因素及总分与小学生入学适应显著相关(P0.01);(4)回归分析结果显示,母亲在共同养育中,养育一致、养育支持、养育冲突和养育破坏四个因素均进入了回归方程,对小学生入学适应具有显著的预测作用(P0.05),具体的预测效应不同;父亲在共同养育中,养育一致、养育认可、养育冲突和养育破坏四个因素均进入了回归方程,对小学生的入学适应具有显著的作用(P0.05),具体的预测效应不同;(5)编制的《小学生入学适应问卷》信效度较好;(6)修订的《父母共同养育量表》有较好的信效度。
[Abstract]:The key turning point for children's growth and development is the transition of children from preschool to school age. It is the most important task for parents and children to adapt to school in the future. Parental rearing attitude and parenting relationship are factors that can not be ignored to influence pupils' adaptation to the changes of learning life. In this study, children aged 6 to 8 years old and their parents were chosen as subjects, and the present situation and characteristics of primary school students' admission adaptation were analyzed. On the basis of this, the relationship and influence between parents' co-rearing and primary school students' school entrance adjustment were discussed by using self-made questionnaire and revised parental rearing relationship scale. The main conclusions are as follows: (1) Primary school students' admission adaptation is at the middle level, the score of cognitive preparation is the highest, and the score of learning quality is the lowest. In addition to cognitive preparation, (2) there were significant gender differences in social skills and learning quality of primary school students, and the scores of girls in social skills and learning quality were significantly higher than those of boys. There was no significant difference in the scores of interpersonal relationship and cognitive preparation between boys and girls (P 0.05). There were significant differences in social skills, cognitive preparation and learning quality of primary school students in terms of age. The older the age, the more social skills. The scores of cognitive preparation and learning quality were higher, but there was no significant interaction between gender and age. The factors and total scores of mother's co-rearing were significantly correlated with the factors and total scores of primary school students' adjustment to school, and the father's factors except the factors of parental division of labor in the joint parental rearing were significantly related to the factors and total scores of primary school students' admission to school. Other factors and total scores were significantly correlated with primary school entrance adaptation (P 0.01). The results of regression analysis showed that the four factors of mother's co-rearing, including parental consistency, parenting support, parenting conflict and parenting destruction, all entered the regression equation. There were significant predictive effects on primary school students' school entrance adaptation (P0.05), and the specific predictive effects were different. The four factors of father's co-rearing, including parental consistency, parental approval, parenting conflict and parenting destruction, all entered the regression equation. There were significant effects on primary school students' school entrance adaptation (P0.05, with different predictive effects). The questionnaire for Primary School admission adaptation was better in reliability and validity. 6) the revised "Parental Common rearing scale" had a better reliability and validity.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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