本文選題：青少年 + 依戀　； 參考：《浙江大學(xué)》2005年碩士論文

【摘要】：對(duì)中國大陸青少年、馬來西亞華人青少年和馬來西亞馬來青少年的父子依戀、母子依戀、同伴依戀及師生依戀進(jìn)行了比較,并探討了這四種青少年依戀間的內(nèi)在聯(lián)系及其與學(xué)校歸屬感的關(guān)系,還對(duì)在不同文化中使用的測量工具的心理測量學(xué)指標(biāo)進(jìn)行了考察。 被試包括713名中國大陸青少年、666名馬來西亞華人青少年和315名馬來西亞馬來青少年,年齡介于13至18歲。1694名青少年完成了父母依戀問卷、同伴依戀問卷、師生依戀問卷和學(xué)校歸屬感問卷。探索性因素分析結(jié)果表明,父母與同伴依戀問卷抽取出三個(gè)因素,即溝通、信任、疏離;師生依戀問卷抽取出兩個(gè)因素,即幫助與接納、拒絕;學(xué)校歸屬感問卷只抽取出一個(gè)因素。所有問卷的信度和效度指標(biāo)皆符合心理測量學(xué)的要求。 以結(jié)構(gòu)方程模型分析方法對(duì)父子依戀、母子依戀、同伴依戀、師生依戀和學(xué)校歸屬感之間的關(guān)系進(jìn)行檢驗(yàn)。結(jié)果表明,親子依戀通過師生依戀對(duì)學(xué)校歸屬感產(chǎn)生影響;師生依戀對(duì)學(xué)校歸屬感有直接的影響作用,是親子依戀影響學(xué)校歸屬感的中介變量;相對(duì)父子依戀、母子依戀及同伴依戀而言,師生依戀是學(xué)校歸屬感主要和直接的影響力量。 跨文化研究結(jié)果顯示,依戀的內(nèi)部工作模型存在跨文化一致性,青少年的同伴依戀和師生依戀跟親子依戀相聯(lián)系。各文化下的青少年依戀存在不同的年齡特點(diǎn),15歲是馬來西亞華人青少年和馬來青少年的依戀隨著年齡變化的一個(gè)轉(zhuǎn)折點(diǎn);中國大陸青少年依戀的年齡變化則有兩個(gè)轉(zhuǎn)折點(diǎn):14歲和17歲,分別是溝通和信任的低谷及疏離的高峰。不同文化中的男女青少年與同伴的依戀都顯得比成人更加密切;而在同伴依戀上,女生的得分均顯著高于男生。此外,馬來西亞華人青少年在父子依戀、母子依戀、同伴依戀和師生依戀上的得分都顯著低于馬來青少年和中國大陸青少年;而中國大陸青少年在母子依戀上的得分顯著低于馬來青少年,說明社會(huì)文化對(duì)青少年依戀有所影響。對(duì)三組青少年進(jìn)一步訪談的結(jié)果發(fā)現(xiàn),馬來西亞華人青少年在父子溝通和母子溝通頻率上較其他兩者低、與班主任的溝通頻率低于馬來青少年,說明不同社會(huì)文化中成長的青少年依戀的差異可能與溝通有關(guān)。
[Abstract]:This paper compares the father-son attachment, mother-to-child attachment, peer attachment, and teacher-student attachment among young people in mainland China, Malaysian Chinese and Malaysian Malay. The relationship between the four types of attachment and the sense of belonging in school is also discussed. The psychometric indicators of the measurement tools used in different cultures were also examined. The subjects included 713 young people from mainland China, 666 Malaysian Chinese teenagers and 315 Malaysian Malay teenagers. Between 13 and 18 years old, 1694 adolescents completed parent attachment questionnaire, peer attachment questionnaire, teacher-student attachment questionnaire and school attachment questionnaire. The result of exploratory factor analysis shows that the parents and peers' attachment questionnaire extracts three factors: communication, trust and alienation, and teacher-student attachment questionnaire extracts two factors, that is, help and acceptance, rejection; There is only one factor in the school sense of belonging questionnaire. The reliability and validity of all questionnaires met the requirements of psychometrics. The relationship between parent-son attachment, mother-son attachment, peer attachment, teacher-student attachment and school belonging was tested by structural equation model analysis. The results show that parent-child attachment affects school sense of belonging through teacher-student attachment, teacher-student attachment has direct effect on school sense of belonging, and parent-child attachment affects school sense of belonging through parent-child attachment. In terms of maternal and child attachment and peer attachment, teacher and student attachment is the main and direct influence force of school belonging. The results of cross-cultural research show that the internal work model of attachment has cross-cultural consistency. Adolescent peer attachment and teacher-student attachment are associated with parent-child attachment. There are different age characteristics of adolescent attachment in different cultures. 15 years old is a turning point of Chinese and Malay youth attachment in Malaysia with the change of age. There are two turning points: 14 years old and 17 years old, which are the low point of communication and trust and the peak of alienation. Boys and girls in different cultures were more closely attached to their peers than adults, while girls scored significantly higher than boys in terms of peer attachment. In addition, the scores of Chinese adolescents in Malaysia on the attachment of father and son, mother-son attachment, peer attachment and teacher-student attachment were significantly lower than those of Malay teenagers and mainland Chinese adolescents. The scores of mother-child attachment in mainland China are significantly lower than those in Malay, indicating that social culture has an impact on adolescent attachment. The results of further interviews with the three groups of teenagers showed that the frequency of communication between father and son and mother-son communication among Malaysian Chinese teenagers was lower than that of the other two groups, and the frequency of communication with the head teacher was lower than that with the Malay youth. It suggests that the differences in attachment between young people growing up in different cultures may be related to communication.
【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2005
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 周梅;;青少年父母養(yǎng)育方式與同伴依戀的相關(guān)研究[J];中國健康心理學(xué)雜志;2012年11期

相關(guān)博士學(xué)位論文 前1條

1 金慶英;大學(xué)生學(xué)校歸屬感的理論與實(shí)證研究[D];吉林大學(xué);2012年

相關(guān)碩士學(xué)位論文 前10條

1 范紅偉;高職生人格特質(zhì)、成人依戀與學(xué)校歸屬感現(xiàn)狀及關(guān)系研究[D];河北師范大學(xué);2010年

2 陳福俠;工讀學(xué)校學(xué)生依戀、自我概念及其關(guān)系的研究[D];華東師范大學(xué);2007年

3 馬玲;熟悉環(huán)境下幼兒對(duì)撫養(yǎng)者依戀行為的研究[D];內(nèi)蒙古師范大學(xué);2007年

4 徐坤英;中學(xué)生學(xué)校歸屬感及其與心理健康的關(guān)系研究[D];西南大學(xué);2008年

5 張樂華;初中生親子依戀、元情緒和學(xué)校生活滿意度的關(guān)系研究[D];曲阜師范大學(xué);2008年

6 曹羌琴;青少年依戀、應(yīng)對(duì)方式與社交焦慮的關(guān)系研究[D];湖南師范大學(xué);2010年

7 胡靜;視障青少年的情緒調(diào)節(jié)策略、依戀及其關(guān)系的研究[D];華東師范大學(xué);2010年

8 李艷;中學(xué)生依戀與自我決定學(xué)習(xí)動(dòng)機(jī)的關(guān)系研究[D];山西師范大學(xué);2010年

9 杜姣;中學(xué)生學(xué)校歸屬感培養(yǎng)研究[D];安徽師范大學(xué);2012年

10 何青麗;高校自考助學(xué)班學(xué)生的學(xué)校歸屬感研究[D];福建師范大學(xué);2011年

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