本文選題：父母依戀 + 學(xué)校適應(yīng)��； 參考：《西南大學(xué)》2009年博士論文

【摘要】： 大學(xué)是大學(xué)生從家庭步入社會(huì)、從依賴走向獨(dú)立的重要中轉(zhuǎn)站和訓(xùn)練基地,大學(xué)生學(xué)校適應(yīng)的好壞對(duì)其未來(lái)發(fā)展至關(guān)重要。依戀理論認(rèn)為,早期依戀經(jīng)驗(yàn)(通常是父母依戀)是個(gè)性與社會(huì)性發(fā)展的基礎(chǔ),對(duì)個(gè)體的適應(yīng)與發(fā)展具有持久而廣泛的影響。根據(jù)依戀的內(nèi)部工作模型理論,個(gè)體對(duì)父母的依戀經(jīng)驗(yàn)會(huì)被逐漸內(nèi)化并泛化為相對(duì)穩(wěn)定的有關(guān)自我、他人的內(nèi)部工作模型,父母依戀的持久影響正是以內(nèi)部工作模型為中介;此外,對(duì)于大學(xué)生而言,父母仍然是最重要的依戀對(duì)象和社會(huì)支持源,因此可以預(yù)期,父母依戀對(duì)大學(xué)生學(xué)校適應(yīng)有重要影響。國(guó)外不少研究表明,大學(xué)生父母依戀對(duì)學(xué)校適應(yīng)具有積極影響,高品質(zhì)的父母依戀可以預(yù)測(cè)較好的學(xué)校適應(yīng),反之亦然。盡管國(guó)外研究已經(jīng)獲得了父母依戀影響大學(xué)生適應(yīng)的大量支持證據(jù),但是仍然存在下述局限:(1)常用大學(xué)生父母依戀量表對(duì)依戀內(nèi)涵的把握不夠完整且維度分歧較大:(2)對(duì)依戀理論的基礎(chǔ)理論——內(nèi)部工作模型理論——的實(shí)證檢驗(yàn)及經(jīng)驗(yàn)運(yùn)用關(guān)注不夠;(3)簡(jiǎn)單相關(guān)研究多、多變量綜合研究少,極少有研究考察父母依戀影響學(xué)校適應(yīng)的中介機(jī)制。在學(xué)校適應(yīng)研究領(lǐng)域,同樣存在簡(jiǎn)單相關(guān)研究多、多變量綜合研究少的局限,對(duì)眾多學(xué)校適應(yīng)影響因素(比如家庭因素、人格特征、自我概念、人際關(guān)系、應(yīng)對(duì)風(fēng)格等)的考察缺乏整合的、系統(tǒng)的視角。此外,國(guó)內(nèi)迄今沒(méi)有針對(duì)大學(xué)生父母依戀與學(xué)校適應(yīng)關(guān)系的研究。有鑒于上述種種,本研究以中國(guó)大學(xué)生為對(duì)象,探索大學(xué)生父母依戀的主要維度,初步檢驗(yàn)依戀的內(nèi)部工作模型理論,并在此基礎(chǔ)上構(gòu)建父母依戀影響學(xué)校適應(yīng)的多變量關(guān)系模型。 依戀理論認(rèn)為,早期依戀關(guān)系是個(gè)體未來(lái)人際關(guān)系的原型,父母依戀的質(zhì)量可以預(yù)測(cè)人際關(guān)系能力和社會(huì)支持水平;而在有關(guān)個(gè)體適應(yīng)的理論和研究中,社會(huì)支持感知和人際關(guān)系能力被視為影響人際適應(yīng)進(jìn)而影響其他適應(yīng)方面(如身心適應(yīng))的重要因素。此外,對(duì)于青少年及大學(xué)生而言,自主性是一項(xiàng)重要的發(fā)展任務(wù),其發(fā)展水平對(duì)個(gè)體適應(yīng)具有廣泛而重要的影響;盡管依戀理論認(rèn)為高品質(zhì)的父母依戀能為健康的自主性發(fā)展提供有力支持,但是經(jīng)驗(yàn)研究尚無(wú)定論。鑒于自主性、人際關(guān)系能力、社會(huì)支持感知對(duì)于個(gè)體適應(yīng)的重要性,本研究以這三個(gè)適應(yīng)能力變量為典型,初步檢驗(yàn)依戀的內(nèi)部工作模型理論,并考察它們?cè)诟改敢缿儆绊憣W(xué)校適應(yīng)中的中介作用。 本研究主要由六個(gè)部分組成。研究一,從依戀的核心特征(保持親近、分離痛苦、避風(fēng)港、安全基地)出發(fā),結(jié)合開(kāi)放式調(diào)查,探索大學(xué)生父母依戀的主要維度并編制量表。研究二,考察大學(xué)生父母依戀的總體水平、類型分布,以及父母依戀在性別、學(xué)校類型、年級(jí)、專業(yè)、父母教育水平、家庭所在地、家庭經(jīng)濟(jì)條件等因素上的可能差異。研究三,根據(jù)課題研究的需要編制包括學(xué)習(xí)適應(yīng)、人際適應(yīng)、身心適應(yīng)三個(gè)方面的簡(jiǎn)明大學(xué)生學(xué)校適應(yīng)量表。研究四,考察大學(xué)生學(xué)校適應(yīng)的總體水平以及在性別、學(xué)校類型、年級(jí)、專業(yè)、父母教育水平、家庭所在地、家庭經(jīng)濟(jì)條件等因素上的可能差異。研究五,考察父母依戀同自尊(代表自我模型)、信任他人(代表他人模型)、自主性、人際關(guān)系能力、社會(huì)支持感知的關(guān)系,運(yùn)用結(jié)構(gòu)方程模型的方法構(gòu)建并檢驗(yàn)父母依戀經(jīng)由自尊、信任他人影響自主性、人際關(guān)系能力、社會(huì)支持感知的關(guān)系模型,以對(duì)依戀的內(nèi)部工作模型理論提供初步檢驗(yàn):研究六,考察父母依戀、自尊、信任他人、自主性、人際關(guān)系能力、社會(huì)支持感知同學(xué)校適應(yīng)的關(guān)系,運(yùn)用結(jié)構(gòu)方程模型的方法構(gòu)建并檢驗(yàn)父母依戀經(jīng)由自尊、信任他人、自主性、人際關(guān)系能力、社會(huì)支持感知影響學(xué)校適應(yīng)的關(guān)系模型。通過(guò)上述研究得出如下結(jié)論: 1、自編大學(xué)生父母依戀問(wèn)卷信、效度良好,大學(xué)生父母依戀主要包含“依戀親密”和“依戀自主”兩個(gè)維度。 2、大學(xué)生父母依戀存在性別差異:與男生相比,女生同父母的關(guān)系更親密,但也更依賴父母:女生和母親的關(guān)系比和父親的關(guān)系更親密,也更依賴母親而不是父親;男生同母親的關(guān)系比同父親的關(guān)系更親密,但是在依戀自主性方面母子關(guān)系和父子關(guān)系沒(méi)有顯著差異。 3、大學(xué)生父母依戀的年級(jí)差異不顯著,表明父母依戀在大學(xué)階段不受成熟因素的影響。 4、大學(xué)生的家庭社會(huì)地位(父母教育水平、家庭經(jīng)濟(jì)條件、城鄉(xiāng)差異)越高,則父母依戀的水平越高。 5、自編大學(xué)生學(xué)校適應(yīng)問(wèn)卷信、效度良好,可用于測(cè)量大學(xué)生在學(xué)習(xí)動(dòng)力、學(xué)習(xí)壓力、人際適應(yīng)、身心適應(yīng)等方面的適應(yīng)狀況。 6、大學(xué)生的學(xué)校適應(yīng)狀況總體較好,不過(guò)在學(xué)習(xí)動(dòng)力、學(xué)習(xí)壓力、人際適應(yīng)、身心適應(yīng)四個(gè)方面分別有6.6%、13.8%、4.3%、9.9%的大學(xué)生嚴(yán)重適應(yīng)不良,值得關(guān)注。 7、學(xué)校適應(yīng)的性別差異總體上不顯著。 8、一年級(jí)大學(xué)生的學(xué)校適應(yīng)水平顯著高于其他三個(gè)年級(jí),表明大學(xué)教育環(huán)境和質(zhì)量值得關(guān)注。 9、大學(xué)生的家庭社會(huì)地位(父母教育水平、家庭經(jīng)濟(jì)條件、城鄉(xiāng)差異)越高,則學(xué)校適應(yīng)狀況越好。 10、父母依戀對(duì)自尊、信任他人、自主性、人際關(guān)系能力、社會(huì)支持感知具有正向的預(yù)測(cè)力,自尊、信任他人對(duì)自主性、人際關(guān)系能力、社會(huì)支持感知具有正向的預(yù)測(cè)力:父母依戀對(duì)自主性、人際關(guān)系能力、社會(huì)支持感知的影響部分地以自尊、信任他人為中介,自尊的中介效應(yīng)顯著大于信任他人的中介效應(yīng):上述結(jié)果支持依戀的內(nèi)部工作模型理論,即依戀主要通過(guò)內(nèi)部工作模型對(duì)個(gè)體的適應(yīng)與發(fā)展產(chǎn)生持久、廣泛的影響。 11、父母依戀、自尊、信任他人、自主性、人際關(guān)系能力、社會(huì)支持感知對(duì)學(xué)校適應(yīng)均有正向的預(yù)測(cè)力;父母依戀首先以自尊、信任他人(代表內(nèi)部工作模型)為中介,然后再通過(guò)自主性、人際關(guān)系能力和社會(huì)支持感知的中介作用對(duì)學(xué)校適應(yīng)產(chǎn)生影響;在父母依戀對(duì)學(xué)校適應(yīng)的影響中,自尊的中介效應(yīng)大于信任他人的中介效應(yīng);自主性的中介效應(yīng)大于人際關(guān)系能力、社會(huì)支持感知的中介效應(yīng),自主性是父母依戀、自尊影響學(xué)校適應(yīng)的主要中介。 總體而言,本研究的理論貢獻(xiàn)主要表現(xiàn)在以下三個(gè)方面:(1)從依戀的核心特征出發(fā),發(fā)現(xiàn)大學(xué)生父母依戀主要包含“依戀親密”和“依戀自主”兩個(gè)相對(duì)獨(dú)立的維度,這個(gè)結(jié)果與國(guó)外婚戀依戀研究的發(fā)現(xiàn)具有同構(gòu)性;其中,“依戀自主”維度是國(guó)外父母依戀量表極少涉及的維度;(2)以中國(guó)大學(xué)生為對(duì)象,初步檢驗(yàn)了依戀的內(nèi)部工作模型理論,為該理論提供了經(jīng)驗(yàn)支持,即內(nèi)部工作模型(本研究以自尊、信任他人為代表)是父母依戀影響個(gè)體適應(yīng)的中介;(3)在依戀理論的框架下,整合性地考察了父母依戀、自尊、信任他人、自主性、人際關(guān)系能力、社會(huì)支持感知等眾多學(xué)校適應(yīng)影響因素,構(gòu)建了父母依戀影響學(xué)校適應(yīng)的多變量關(guān)系模型,豐富并深化了依戀研究和學(xué)校適應(yīng)研究。
[Abstract]:University is an important transfer station and training base for college students to step into society from family to independence. The quality of College Students' school adaptation is very important to their future development. According to the theory of the internal work model of attachment, the attachment experience of the individual to the parents will be gradually internalized and generalized to the relative stable self, the internal work model of others, the lasting influence of parental attachment is mediated by the internal work model, and the parents are still the most important attachment for the college students. Like and social support sources, it is expected that parental attachment has an important impact on college adaptation. Many foreign studies have shown that parental attachment to college students has a positive impact on school adaptation. High quality parental attachment can predict better school adaptation and vice versa. Although foreign research has already obtained parental attachment, it has a great influence. There are a lot of support evidence for students' adaptation, but there are still the following limitations: (1) the common students' parental attachment scale is not complete and different in the dimension of attachment: (2) the basic theory of attachment theory - the internal work model theory - the empirical examination and experience application concern is not enough; (3) many simple related studies, many There are few studies on the mediating mechanism of parental attachment that affect school adaptation. In the field of school adaptation, there are also many simple related studies and limited multivariable research, and the adaptation of many schools to factors such as family factors, human characteristics, self concept, interpersonal relationship, coping style, etc. In addition, there is no research on the relationship between parental attachment and school adaptation in China so far. In view of the above, this study takes Chinese college students as the object to explore the main dimension of parental attachment to college students, and to test the internal work model of attachment, and build the parents' dependence on this basis. A multivariable relationship model that affects school adaptation.
The attachment theory holds that early attachment is the prototype of individual relationships in the future, and the quality of parental attachment can predict interpersonal and social support. In the theory and study of individual adaptation, social support perception and interpersonal competence are considered to affect interpersonal adaptation and then affect other adaptations (such as body and mind). In addition, autonomy is an important development task for adolescents and college students, and their level of development has a broad and important impact on individual adaptation. Although attachment theory holds that high quality parental attachment can provide strong support for the development of health autonomy, there is no conclusive empirical study. The importance of autonomy, interpersonal competence and social support perception to individual adaptation is a typical study of these three adaptation variables, and a preliminary examination of the internal work model of attachment, and the mediating effect of their parental attachment on school adaptation.
This study mainly consists of six parts. First, from the core features of attachment (keeping close, separating pain, avoiding the harbor, safety base), combining the open investigation, we explore the main dimensions of the attachment of the parents of college students and compile a scale. Two, study the general level, type distribution and attachment of parents' attachment to the parents. Different factors such as school type, grade, specialty, parent education level, family location, family economic conditions and other factors. Study three, according to the needs of the study, a concise college adaptation scale includes three aspects: learning adaptation, interpersonal adaptation and physical and mental adaptation. Study four, to investigate the overall water of College Students' school adaptation. The possible differences in gender, school type, grade, specialty, parental education, home location, family economic conditions, etc. study five. Study the relationship between parental attachment and self-esteem (representing self model), trust in others (representative of others model), autonomy, interpersonal relationship, social support perception, and structural equation model. The method constructs and tests the relationship model of parental attachment through self-esteem, trust others' influence autonomy, interpersonal relationship ability and social support perception. It provides a preliminary test for the internal work model theory of attachment: study six, examine parental attachment, self-esteem, trust others, autonomy, interpersonal skills, social support and school adaptation. By using the method of structural equation model, we construct and test the relationship model of parental attachment through self-esteem, trust, autonomy, interpersonal competence and social support perception. Through the above study, the following conclusions are drawn.
1, the self-designed questionnaire of parental attachment is valid, and the attachment of college students mainly includes two dimensions: attachment attachment and attachment autonomy.
2, there are gender differences in parental attachment: compared with boys, girls are more intimate with their parents, but they are more dependent on their parents: the relationship between girls and mothers is more intimate than their fathers, but also more dependent on mothers than fathers; the relationship between boys and mothers is more intimate than their father. There is no significant difference in the relationship between the parents and the parents.
3, there is no significant difference in grade attachment between college students and parents, indicating that parental attachment is not affected by maturity factors at university stage.
4, the higher the family social status of college students (the level of parental education, the family economic conditions, the difference between urban and rural areas), the higher the level of parental attachment.
5, self compiled college students' school adaptation questionnaire letter, good validity, can be used to measure the adaptability of college students in learning motivation, learning pressure, interpersonal adaptation, physical and mental adaptation and so on.
6, college students' school adaptation is generally good, but there are 6.6%, 13.8%, 4.3%, 9.9% college students in the four aspects of learning motivation, learning pressure, interpersonal adaptation, and physical and mental adaptation, which are seriously ill adapted.
7, the gender differences in school adaptation are generally not significant.
8, the school adjustment level of freshmen is significantly higher than that of the other three grades, indicating that the environment and quality of university education deserve attention.
9, the higher the family social status of college students (the level of parental education, the family economic conditions, the difference between urban and rural areas), the better the school adjustment.
10, parents' attachment to self-esteem, trust in others, autonomy, interpersonal skills, social support perception has positive predictive power, self-esteem, trust others have positive predictive power to autonomy, interpersonal relationships, and social support perception: parental attachment to autonomy, interpersonal relationships, and social support perception is partly dependent on self-esteem. As an intermediary, the intermediary effect of self-esteem is significantly greater than the intermediary effect of trusting others: the above results support the internal work model theory of attachment, that is, attachment has a lasting and extensive influence on individual adaptation and development mainly through internal work model.
11, parental attachment, self-esteem, trust in others, autonomy, interpersonal relationships, and social support perception have positive predictive power for school adaptation; parents' attachment first is mediated by self-esteem and trust in others (representing internal work model), and then through the intermediary role of autonomy, interpersonal relationship and social support perception. Influence, in the influence of parental attachment on school adaptation, the intermediary effect of self-esteem is greater than that of the trust of others; the intermediary effect of autonomy is greater than the interpersonal relationship ability, the intermediary effect of social support perception, autonomy is the parent attachment, and self-esteem affects the main intermediary of school adaptation.
In general, the theoretical contribution of this study is mainly shown in the following three aspects: (1) from the core characteristics of attachment, it is found that the parental attachment of college students mainly includes two relative independent dimensions of attachment intimacy and attachment autonomy, which is isomorphic to the discovery of foreign love and love studies. "Dimension is a dimension that is rarely involved in foreign parents' Attachment Scale; (2) taking Chinese college students as the object, the internal work model theory of attachment is preliminarily tested to provide empirical support for this theory, that is, the internal work model (this study is based on self-esteem and trust others) is the intermediary of parental attachment affecting individual adaptation; (3) in attachment theory. Under the framework, many schools adapt to the factors such as parental attachment, self-esteem, trust in others, autonomy, interpersonal competence, social support perception and so on. A multi variable relationship model of parental attachment affecting school adaptation is constructed, which enriches and deepens the study of attachment and school adaptation.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2;G645.5

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