本文選題：高中生 + 父母教養(yǎng)方式　； 參考：《長江大學(xué)》2016年碩士論文

【摘要】：高中生的學(xué)業(yè)成績一直是家庭、學(xué)校乃至社會(huì)普遍關(guān)注的問題,本研究首次將父母教養(yǎng)方式、學(xué)業(yè)情緒與學(xué)業(yè)成績這三個(gè)變量之間的關(guān)系作為研究內(nèi)容,豐富了研究對(duì)象、拓展了研究內(nèi)容。本研究旨在探討作為家庭環(huán)境因素的父母教養(yǎng)方式與作為個(gè)體自身內(nèi)部因素的學(xué)業(yè)情緒是否會(huì)影響學(xué)生的學(xué)業(yè)成績,作為外部環(huán)境因素的父母教養(yǎng)方式與作為內(nèi)部情感因素的學(xué)業(yè)情緒間有無關(guān)系,父母教養(yǎng)方式能否通過影響學(xué)業(yè)情緒間接影響學(xué)業(yè)成績。據(jù)此,為幫助家庭改善其父母教養(yǎng)方式、學(xué)生監(jiān)控自我的學(xué)業(yè)情緒,進(jìn)而提升個(gè)體的學(xué)業(yè)成績提供了有力的實(shí)證依據(jù)。本研究采用中文版簡式父母教養(yǎng)方式問卷(S-EMBU-C)、青少年學(xué)業(yè)情緒問卷(AMS)以及某一次統(tǒng)一的學(xué)業(yè)考試成績對(duì)荊州市、天門市各2所共4所學(xué)校共計(jì)647名高中學(xué)生進(jìn)行了調(diào)查,探討高中生父母教養(yǎng)方式、學(xué)業(yè)情緒與學(xué)業(yè)成績之間的關(guān)系。本研究的主要結(jié)論如下：1.父母教養(yǎng)方式方面,總體上父母親雙方的教養(yǎng)方式會(huì)呈現(xiàn)出差異性,但維度上呈現(xiàn)出一致性,父母采用較多的教養(yǎng)方式是情感溫暖理解的積極教養(yǎng)方式。其次,在不同的人口學(xué)變量上,高中生的父母教養(yǎng)方式呈現(xiàn)出不同的差異性。重父母情感溫暖理解的家庭教養(yǎng)方式的得分仍然最高,且其在對(duì)子女的影響上沒有性別差異。但是,在父親的拒絕否認(rèn)和過度干涉保護(hù)的維度上男生得分都高于女生,在母親的過度保護(hù)維度上男生得分也高于女生。在母親的教養(yǎng)方式上,高一年級(jí)的得分顯著高于高三年級(jí)。獨(dú)生子女的父母在情感溫暖理解維度上的得分明顯高于非獨(dú)生子女,同時(shí),獨(dú)生子女的父母在過度干涉保護(hù)的維度上的得分也明顯高于非獨(dú)生子女。在父母雙方教養(yǎng)方式的情感溫暖理解維度上,居住在城鎮(zhèn)的子女得分高于居住在農(nóng)村的子女；非住校就讀的學(xué)生得分高于住校就讀的學(xué)生。理科生的父母親教養(yǎng)方式得分均高于文科生,具體表現(xiàn)為理科生的母親情感溫暖理解和父親過度干涉保護(hù)的維度得分均高于文科生。2.高中生中的學(xué)業(yè)情緒各維度均存在著人口學(xué)變量上的差異。重點(diǎn)高中的學(xué)生在積極的學(xué)業(yè)情緒體驗(yàn)上的得分明顯高于普通高中,在消極低喚醒的學(xué)業(yè)情緒體驗(yàn)上的得分又明顯低于普通高中。涉及到的積極學(xué)業(yè)情緒有自豪、高興、希望、滿足和平靜；消極學(xué)業(yè)情緒有厭倦和無助。男生在積極低喚醒維度上的總得分高于女生,而在消極高喚醒維度上的總得分低于女生。不同年級(jí)的高中生有著不同的學(xué)業(yè)情緒,在積極的學(xué)業(yè)情緒上,高一年級(jí)呈現(xiàn)出最高得分；在積極高喚醒的維度上,高一年級(jí)顯著高于高三年級(jí),在積極低喚醒的維度上,高一年級(jí)顯著高于高二年級(jí)。獨(dú)生子女與非獨(dú)生子女在消極的學(xué)業(yè)情緒上不存在顯著的差異,但在積極情緒的希望因子上,獨(dú)生子女的得分要低于非獨(dú)生子女。居住在農(nóng)村的高中生在自豪、滿足2個(gè)積極學(xué)業(yè)情緒因子上的得分低于居住在城鎮(zhèn)的高中生,而在無助的消極學(xué)業(yè)情緒因子上的得分顯著高于居住在城鎮(zhèn)的高中生。住校就讀的高中生在無助的消極學(xué)業(yè)情緒因子上的得分高于非住校的高中生,在放松的積極學(xué)業(yè)情緒因子上的得分低于非住校的高中生。文科生在消極的學(xué)業(yè)情緒上高于理科生,且在積極低喚醒的學(xué)業(yè)情緒上低于理科生,具體表現(xiàn)在無助、沮喪、心煩及放松4個(gè)因子上存在著顯著差異。3.高中生父母教養(yǎng)方式、學(xué)業(yè)情緒與學(xué)業(yè)成績存在著相關(guān)關(guān)系。在父母教養(yǎng)方式與學(xué)業(yè)成績的相關(guān)研究中,本研究明確得出教養(yǎng)方式中拒絕否認(rèn)維度與學(xué)業(yè)成績顯著負(fù)相關(guān)、情感溫暖理解維度與學(xué)業(yè)成績顯著正相關(guān)的結(jié)論。在學(xué)業(yè)情緒與學(xué)業(yè)成績的相關(guān)研究中,本研究發(fā)現(xiàn)積極的學(xué)業(yè)情緒與學(xué)習(xí)成績顯著正相關(guān),消極低喚醒的學(xué)業(yè)情緒與學(xué)習(xí)成績顯著負(fù)相關(guān)。一方面,情緒能在一定程度上預(yù)測成績；另一方面,學(xué)業(yè)成績對(duì)情緒也有反饋?zhàn)饔谩?.學(xué)業(yè)情緒在父母教養(yǎng)方式對(duì)學(xué)業(yè)成績的影響中起中介作用。積極高喚醒學(xué)業(yè)情緒在母親拒絕、母親情感溫暖、父親情感溫暖三個(gè)維度上的父母教養(yǎng)方式與學(xué)業(yè)成績之間中介效應(yīng)顯著,起部分中介作用。積極低喚醒學(xué)業(yè)情緒在母親情感溫暖、父親情感溫暖兩個(gè)維度上的父母教養(yǎng)方式與學(xué)業(yè)成績之間中介效應(yīng)顯著,起部分中介作用。消極低喚醒學(xué)業(yè)情緒在母親拒絕、母親情感溫暖、父親情感溫暖三個(gè)維度上的父母教養(yǎng)方式與學(xué)業(yè)成績之間中介效應(yīng)顯著,起部分中介作用；同時(shí),消極低喚醒在父親拒絕維度上的教養(yǎng)方式與學(xué)業(yè)成績之間起完全中介作用,即父親拒絕的教養(yǎng)方式不是直接影響高中生的學(xué)業(yè)成績,而是通過影響消極低喚醒的學(xué)業(yè)情緒進(jìn)而影響學(xué)業(yè)成績的。這一結(jié)果支持了本研究的假設(shè)。基于研究結(jié)論,本論文針對(duì)于家庭、學(xué)校以及學(xué)生本人提高相應(yīng)的建議與措施：(1)打造平等溝通的家庭氛圍,父母角色缺一不可；(2)學(xué)校講解情緒機(jī)制,學(xué)生掌控自身學(xué)業(yè)情緒；(3)端正自身努力目標(biāo),理智面對(duì)學(xué)業(yè)成績。
[Abstract]:The academic achievement of high school students has always been a common concern of the family, school and even the society. This study for the first time studies the relationship between the three variables of parenting style, academic emotion and academic achievement, enriching the research object and expanding the research content. This research aims to explore the parental rearing as a family environment factor. Whether or not the academic emotion which is the internal factor of the individual affects the academic achievement of the students. As the external environmental factors, the parental rearing pattern has no relation to the academic emotion as the internal affective factor. Whether the parental rearing style can influence academic performance indirectly through the influence of academic emotion can help the family to improve it. In this study, the Chinese version of the simplified Parenting Style Questionnaire (S-EMBU-C), the adolescent academic emotion questionnaire (AMS) and a unified academic test result were used in Jingzhou, Tianmen, and Tianmen, 2 schools in all 2 schools. A total of 647 senior high school students were investigated to explore the relationship between parental rearing styles and academic performance. The main conclusions of this study are as follows: 1. the parental rearing patterns are different in general, but the dimensions are consistent, and parents adopt more rearing parties. Secondly, the parental rearing patterns of high school students have different differences on different demographic variables. The score of family parenting style of heavy parents' emotional warmth is still the highest, and there is no gender difference in their influence on children. Male students scored higher than girls in the dimension of degree interference protection, and the score of boys was higher than that of girls in the mother's over protection dimension. In the way of mother's rearing, the score of the first grade was significantly higher than that of the third grade. The only child's parents scored higher than the non only child in the warm understanding dimension of the only child, while the only child was the only child. The scores of parents in the dimension of excessive interference protection were also significantly higher than those of non only children. In the emotional warmth understanding dimension of parental rearing patterns, the children living in the town were higher than the children living in the rural areas; the students in the non school students scored higher than those in the school. The scores were higher than those of the liberal arts students. The scores of the emotional warmth understanding of the science students' mothers and the protection of father's excessive interference were all higher than those of the.2. high school students in the liberal arts. The differences in the demographic variables were found in all the academic emotions in the high school students. The students in the key high school were significantly higher than the ordinary high school in the positive academic emotional experience. The scores of the negative and low arousal academic emotion experience are obviously lower than those of the ordinary high school. The positive academic emotions involved are proud, happy, hopeless, satisfied and calm; the negative academic emotions are tired and helpless. The total score of boys in the positive and low awakening dimension is higher than that of the girls, while the total score in the negative wake up dimension is lower than that of the female. High school students in different grades have different academic emotions, and in positive academic emotions, the senior grade presents the highest score. In the positive and awakening dimension, the first grade is significantly higher than the senior grade. In the positive and low awakening dimension, the first grade is significantly higher than the second grade. The only child and the non only child are negative in the positive and low awakening dimension. There is no significant difference in academic emotion, but the only child in the positive mood is lower than the non only child. The high school students living in the countryside are proud to meet the 2 positive academic emotion factors than the high school students living in the cities and towns, while the scores on the helpless negative academic emotion factors are significant. High school students who live in urban areas have higher scores on negative academic emotional factors than non resident high school students, and lower scores on active academic emotional factors than those of non school students. There are significant differences in the 4 factors of helplessness, depression, annoying and relaxation in 4 factors, which are lower than science students. There is a correlation between the parental rearing patterns of high school students and the relationship between Academic Emotion and academic achievement. In the study of Academic Emotion and academic achievement, the study found that positive academic emotion was positively correlated with academic achievement, negative and low arousal academic emotion was negatively correlated with academic achievement. On the one hand, emotion could be to a certain extent. On the other hand, academic achievement has a feedback effect on emotion..4. academic emotion plays a mediating role in the influence of parental rearing style on academic achievement. The mediating effect between parents' parental rearing and father's emotional warmth on three dimensions of mother's refusal, mother's emotional warmth and father's emotional warmth is significant. There are some mediating effects. The mediating effect of parental rearing pattern and academic achievement on two dimensions of mother's emotional warmth and father's emotional warmth is significant, and it plays a part of mediating effect. The negative arousal of Academic Emotion on Mother's refusal, mother's emotional warmth and father's emotional warmth are the three dimensions of parental teaching. The mediating effect between the cultivation mode and the academic achievement has a significant intermediary effect, while the negative and low arousal in the father's refusal dimension has a complete mediating effect between the way of rearing and the academic achievement, that is, the father's refusal is not a direct influence on the academic achievement of the high school students, but by the influence of the passive and low awakening of the academic emotion. This result supports the hypothesis of this study. Based on the conclusions of this study, this paper raises the corresponding suggestions and measures for the family, the school and the students themselves: (1) to create an equal communication family atmosphere, the parents' role is indispensable; (2) the school explains the emotional mechanism, and the students control their own academic emotions; (3) Correct your goal and face your academic performance.
【學(xué)位授予單位】：長江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G78;G632.0

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