本文選題：中學生　切入點：父母教養(yǎng)方式　出處：《天津師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：中學生的情緒智力正值發(fā)展期,情緒智力在人生發(fā)展中起到了重要作用。父母教養(yǎng)方式是重要家庭因素,對中學生心理健康起著關鍵的作用。本篇論文采用問卷調查法對天津市實驗中學347名中學生進行了調查,使用的是岳東梅修訂的《父母教養(yǎng)方式評價量表》和王才康修訂的《情緒智力量表》,研究父母教養(yǎng)方式與情緒智力之間的相關,并且在性別、年級間進行了比較,得出如下結果:1.中學生的父母教養(yǎng)方式傾向于父母情感溫暖與理解與父母懲罰與嚴厲,在父母情感溫暖理解、父母嚴厲懲罰、母親偏愛被試上存在顯著的性別差異。具體來說男生的父母嚴厲懲罰程度更高,而女生父母情感溫暖理解和母親偏愛的程度更高。在年級方面,初一、初二年級在父親嚴厲懲罰、父親偏愛被試、母親偏愛被試方面得分顯著高于高一年級。2.中學生情緒智力處于中等偏上水平。就情緒智力的性別差異來看,在情緒知覺、理解情緒因子上男生和女生存在顯著差異,女生得分顯著高于男生。在情緒知覺、情緒智力總分上三個年級均存在顯著差異,初一、初二年級得分顯著高于高一年級;而在情緒利用中,只有初一年級和高一年級存在顯著差異,初一年級得分顯著高于高一年級。3.中學生的父親情感溫暖理解因子、母親情感溫暖理解因子均與情緒智力各因子以及總分存在顯著正相關;母親偏愛被試因子與理解情緒因子存在顯著正相關;父親嚴厲懲罰因子與情緒智力各因子以及總分存在顯著負相關;母親嚴厲懲罰因子與情緒智力各因子存在顯著負相關;父親拒絕否認因子、父親過度保護因子均與情緒知覺因子存在顯著負相關;母親拒絕否認因子與情緒知覺因子、調控情緒因子均存在顯著負相關。4.回歸分析顯示,父親情感溫暖理解、父親過分干涉、父親拒絕否認均進入了回歸方程,對中學生情緒智力具有顯著的預測作用,而母親教養(yǎng)方式對中學生情緒智力沒有顯著的預測作用。
[Abstract]:The emotional intelligence of middle school students is in the developing period, and emotional intelligence plays an important role in the development of life. In this paper, 347 middle school students in Tianjin Experimental Middle School were investigated by questionnaire. Using the "Parental rearing style Evaluation scale" revised by Yue Dongmei and the "emotional Intelligence scale" revised by Wang Caikang, we studied the correlation between parental rearing style and emotional intelligence, and compared the gender and grade. The results are as follows: 1.The parental rearing style of middle school students tends to be parental emotional warmth and understanding and parental punishment and severe. In parental emotional warmth understanding, parents severely punish, There were significant gender differences in maternal preference. Specifically, boys had higher levels of severe punishment, while girls had higher levels of emotional warmth and understanding. In the second grade of junior high school, the students were severely punished by their father, the subjects were favored by their fathers, and the scores of the subjects by their mothers were significantly higher than those of the students in grade one. 2. The emotional intelligence of middle school students was at the upper middle level. According to the gender difference of emotional intelligence, the emotional perception was significant. There were significant differences in understanding emotional factors between boys and girls, and the scores of girls were significantly higher than those of boys. There were significant differences in emotional perception and total scores of emotional intelligence among the three grades, and the scores of grade one and grade two were significantly higher than those of grade one. In emotional utilization, there was significant difference between grade one and grade one, and the score of grade 1 was significantly higher than that of grade 3.The factor of warm understanding of father emotion in middle school students was significantly higher than that in grade 1. There was a significant positive correlation between emotional warmth and understanding factors and emotional intelligence factors and total scores, while there was a significant positive correlation between maternal preference factors and emotional understanding factors. There was a significant negative correlation between the factors of severe punishment of father and the factors of emotional intelligence and the total score of emotional intelligence, a significant negative correlation between the factors of severe punishment of mothers and factors of emotional intelligence, and a factor of father's refusal to deny. There was a significant negative correlation between father overprotection factor and emotion perception factor, and significant negative correlation between mother refusal denial factor and emotion perception factor and regulation emotion factor. 4. Regression analysis showed that father's emotion was warm and understanding. Father's excessive intervention and father's refusal to deny all entered the regression equation, which had a significant predictive effect on middle school students' emotional intelligence, while the mother's upbringing style had no significant predictive effect on middle school students' emotional intelligence.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

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