父母教養(yǎng)行為與青少年學(xué)校適應(yīng)：親子依戀和自我表露的鏈?zhǔn)街薪樽饔?/H1>
發(fā)布時(shí)間：2018-04-11 15:43
本文選題：父母教養(yǎng)行為 + 親子依戀 ； 參考：《山東師范大學(xué)》2017年碩士論文
【摘要】：學(xué)校適應(yīng)是青少年主要的社會(huì)適應(yīng),學(xué)校適應(yīng)良好,青少年就能夠積極主動(dòng)的融入學(xué)校環(huán)境,處理學(xué)業(yè)和人際壓力,為將來(lái)的發(fā)展打好基礎(chǔ)。既有研究表明,父母教養(yǎng)行為顯著預(yù)測(cè)學(xué)校適應(yīng),但鮮有研究揭示二者之間的內(nèi)部作用機(jī)制。本研究考察親子依戀和自我表露在父母教養(yǎng)行為與學(xué)校適應(yīng)間的鏈?zhǔn)街薪樽饔弥荚谔接懜改附甜B(yǎng)行為和學(xué)校適應(yīng)之間的內(nèi)部作用機(jī)制,為促進(jìn)青少年學(xué)校適應(yīng)提供理論依據(jù)。本研究采用方便抽樣法,運(yùn)用父母教養(yǎng)行為問(wèn)卷、親子依戀問(wèn)卷、自我表露問(wèn)卷、學(xué)校適應(yīng)問(wèn)卷對(duì)594名中學(xué)生進(jìn)行施測(cè),主要研究結(jié)果如下:(1)初中生學(xué)校適應(yīng)總體狀況較好,其中同伴關(guān)系適應(yīng)最好,常規(guī)適應(yīng)和師生關(guān)系適應(yīng)次之,自我接納和課業(yè)適應(yīng)最差。(2)常規(guī)適應(yīng)的性別主效應(yīng)顯著,具體表現(xiàn)為女生的常規(guī)適應(yīng)明顯好于男生。學(xué)校適應(yīng)及其五個(gè)維度的年級(jí)主效應(yīng)均顯著,具體表現(xiàn)出“V”形發(fā)展趨勢(shì)。初一學(xué)生總體適應(yīng)最好,初三學(xué)生次之,初二學(xué)生最差,且初一與初二存在顯著差異。性別和年級(jí)的交互作用在學(xué)校適應(yīng)及其五個(gè)維度上均不顯著。(3)學(xué)校適應(yīng)及其五個(gè)維度上,獨(dú)生/非獨(dú)生子女得分差異均不顯著。父親受教育程度為高中或中專的學(xué)生,其總體學(xué)校適應(yīng)和課業(yè)適應(yīng)得分顯著低于父親受教育程度在大專及其以上的學(xué)生。母親受教育程度為大專及其以上的學(xué)生,其課業(yè)適應(yīng)得分顯著高于母親受教育程度為初中及其以下的學(xué)生。(4)父母積極教養(yǎng)行為與學(xué)校適應(yīng)及其五個(gè)維度均顯著正相關(guān);父母消極教養(yǎng)行為與學(xué)校適應(yīng)及其五個(gè)維度顯著負(fù)相關(guān);父子/母子依戀與學(xué)校適應(yīng)及其五個(gè)維度顯著正相關(guān);父親表露及其三個(gè)維度(父親愛(ài)好與興趣表露、父親學(xué)習(xí)表露、父親學(xué)校經(jīng)歷表露)與學(xué)校適應(yīng)及其五個(gè)維度顯著正相關(guān);母親學(xué)習(xí)表露與總體學(xué)校適應(yīng)、常規(guī)適應(yīng)、師生關(guān)系、自我接納、課業(yè)適應(yīng)顯著正相關(guān)。(5)父親表露在父親積極教養(yǎng)行為與學(xué)校適應(yīng)間起部分中介作用,父子依戀和父親表露在父親積極教養(yǎng)行為與學(xué)校適應(yīng)間起鏈?zhǔn)街薪樽饔?父子依戀和父親表露在父親消極教養(yǎng)行與學(xué)校適應(yīng)間起鏈?zhǔn)街薪樽饔?母子依戀和母親表露在母親積極教養(yǎng)行為與學(xué)校適應(yīng)間的鏈?zhǔn)街薪樽饔貌怀闪?母子依戀和母親表露在母親消極教養(yǎng)行為與學(xué)校適應(yīng)間起鏈?zhǔn)街薪樽饔谩?6)母親消極教養(yǎng)行為對(duì)學(xué)校適應(yīng)的直接預(yù)測(cè)作用顯著大于父親消極教養(yǎng)行為;父子依戀和父親表露的中介作用顯著大于母子依戀和母親表露;父親消極教養(yǎng)行為、父子依戀和父親表露對(duì)于學(xué)校適應(yīng)的總效應(yīng)顯著小于母親消極教養(yǎng)行為、母子依戀和母親表露。
[Abstract]:School adaptation is the main social young people to adapt, adapt well to the school, young people actively involved in school environment, deal with academic and interpersonal pressure, lay a good foundation for future development. The existing research shows that parenting behaviors significantly predict school adaptation, but few studies reveal the internal mechanism between the two internal mechanism. This study examines the role of parent-child attachment and self disclosure to the chain intermediary role in parenting behavior and school aims to explore the parental rearing behavior and school adaptation, provide a theoretical basis for the promotion of youth to school. This research uses convenient sampling method, the use of parental rearing behavior questionnaire, attachment questionnaire, self disclosure questionnaire, school adaptation the questionnaire of 594 middle school students were tested. The main results are as follows: (1) junior middle school students to adapt to the overall situation is relatively good, which close companion The Department to the best, and the relationship between teachers and students to adapt to the conventional adaptation of self acceptance and academic adaptation is the worst. (2) the main effect of the conventional adaptation of gender significantly, the specific performance of conventional adaptation girls better than boys. The main effect of school adaptation and its five dimensions grade were significant, the specific performance of a "V" shape the trend of development. The students adapt to the best overall, second grade students, students of grade two and grade one and grade two of the worst, there are significant differences. The interaction of gender and grade in school adaptation and its five dimensions are not significant. (3) the school adaptation and its five dimensions, the only child / non child scores were is not significant. The father of education for high school or secondary school students, the overall adaptation and academic adaptation were significantly lower than that of the father of education in junior college and above students. Mother's education for College and above The students, their academic adaptation was significantly higher than that of the mother's education for junior high school students and below. (4) positive parental rearing behavior and school adjustment and its five dimensions are positively related; the negative parenting behavior and school adjustment and its five dimensions are significant negative correlation; father / mother child attachment and school adaptation was positively correlated and its five dimensions; the father revealed its three dimensions (father's hobbies and interests show, father study show, father school experience shows) was positively correlated with the five dimensions of school adaptation and learning; mother disclosure and overall school adaptation, conventional adaptation, teacher-student relationship, self acceptance, academic adaptation was positively related to (5). To show his father played the intermediary role between positive parenting behavior and school in the father, son and father attachment between the chain to reveal the intermediary role in the positive parenting behavior and school father Father and son and father to show attachment; between chain intermediary role in the father's negative parenting and parent-child attachment and mother school; showing in mother's positive parenting behavior and school adaptation among the chain intermediary role is not established; mother child attachment and mother revealed to play an intermediary role in the chain between the mother's negative parenting behavior and school (6) directly. Prediction of mother's negative parenting behavior for school adaptation was significantly greater than the father's negative parenting behavior; the mediating role of parent-child attachment and father revealed significantly greater than the parent child attachment and mother disclosure; father's negative parenting behavior, parent-child attachment and father disclosure for total effect of school adaptation is significantly less than the mother's negative parenting behavior, parent child attachment and mother show.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 李航;王美萍;;氣質(zhì)與青少年早期抑郁:父母教養(yǎng)行為的中介作用[J];青少年學(xué)刊;2016年02期
2 羅云;陳愛(ài)紅;王振宏;;父母教養(yǎng)方式與中學(xué)生學(xué)業(yè)倦怠的關(guān)系:自我概念的中介作用[J];心理發(fā)展與教育;2016年01期
3 謝安娜;楊蘊(yùn)萍;;大學(xué)新生學(xué)校適應(yīng)與成人依戀的關(guān)系[J];中國(guó)臨床心理學(xué)雜志;2015年02期
4 梁熙;王爭(zhēng)艷;;依戀關(guān)系的形成:保護(hù)情境中母親和嬰兒的作用[J];心理科學(xué)進(jìn)展;2014年12期
5 王美萍;張文新;;COMT基因rs6267多態(tài)性與青少年期親子親合與沖突的關(guān)系:性別與父母教養(yǎng)行為的調(diào)節(jié)作用分析[J];心理學(xué)報(bào);2014年07期
6 劉世宏;李丹;劉曉潔;陳欣銀;;青少年的學(xué)校適應(yīng)問(wèn)題:家庭親密度、家庭道德情緒和責(zé)任感的作用[J];心理科學(xué);2014年03期
7 張效芳;杜秀芳;;父母教養(yǎng)行為對(duì)初中生學(xué)校適應(yīng)的影響:心理資本的中介作用[J];中國(guó)特殊教育;2014年01期
8 劉文婧;許志星;鄒泓;;父母教養(yǎng)方式對(duì)青少年社會(huì)適應(yīng)的影響:人格類型的調(diào)節(jié)作用[J];心理發(fā)展與教育;2012年06期
9 劉春梅;陳一心;張寧;;親子依戀研究新進(jìn)展[J];中國(guó)兒童保健雜志;2012年07期
10 趙鵬;;高一新生學(xué)校適應(yīng)現(xiàn)狀調(diào)查研究[J];現(xiàn)代中小學(xué)教育;2012年05期
相關(guān)碩士學(xué)位論文 前10條
1 田艷梅;中職生父母教養(yǎng)方式、道德推脫和人際關(guān)系的相關(guān)研究[D];河北師范大學(xué);2015年
2 吳丹丹;流動(dòng)青少年家庭環(huán)境、親子依戀與學(xué)習(xí)適應(yīng)的關(guān)系研究[D];華中師范大學(xué);2015年
3 韓玉蓮;父母教養(yǎng)方式與兒童在同伴交往中受歡迎性的關(guān)系研究[D];華中師范大學(xué);2015年
4 牛燕潔;初中生家庭教養(yǎng)方式、歸因方式與學(xué)業(yè)自我效能感的關(guān)系研究[D];內(nèi)蒙古師范大學(xué);2014年
5 郭錦紅;中學(xué)生人際信任、自我表露與同伴關(guān)系的研究[D];西北師范大學(xué);2014年
6 王艷翠;中學(xué)生成就目標(biāo)定向、班級(jí)環(huán)境與學(xué)習(xí)投入關(guān)系及教育對(duì)策的研究[D];天津師范大學(xué);2013年
7 陳菲菲;我國(guó)0-18月齡嬰幼兒父母教養(yǎng)行為與嬰幼兒社會(huì)性行為關(guān)系的研究[D];華東師范大學(xué);2013年
8 馬麗榮;初中生家庭教養(yǎng)方式、師生關(guān)系與學(xué)習(xí)倦怠的關(guān)系研究[D];陜西師范大學(xué);2012年
9 陳培娟;家庭教養(yǎng)方式與學(xué)業(yè)成就相關(guān)研究[D];上海師范大學(xué);2012年
10 姚潔;農(nóng)村寄宿制中學(xué)學(xué)生學(xué)校適應(yīng)現(xiàn)狀及對(duì)策研究[D];山西師范大學(xué);2012年
，
本文編號(hào)：1736627
本文鏈接：http://sikaile.net/shekelunwen/xinlixingwei/1736627.html
本文選題：父母教養(yǎng)行為 + 親子依戀 ； 參考：《山東師范大學(xué)》2017年碩士論文
【摘要】：學(xué)校適應(yīng)是青少年主要的社會(huì)適應(yīng),學(xué)校適應(yīng)良好,青少年就能夠積極主動(dòng)的融入學(xué)校環(huán)境,處理學(xué)業(yè)和人際壓力,為將來(lái)的發(fā)展打好基礎(chǔ)。既有研究表明,父母教養(yǎng)行為顯著預(yù)測(cè)學(xué)校適應(yīng),但鮮有研究揭示二者之間的內(nèi)部作用機(jī)制。本研究考察親子依戀和自我表露在父母教養(yǎng)行為與學(xué)校適應(yīng)間的鏈?zhǔn)街薪樽饔弥荚谔接懜改附甜B(yǎng)行為和學(xué)校適應(yīng)之間的內(nèi)部作用機(jī)制,為促進(jìn)青少年學(xué)校適應(yīng)提供理論依據(jù)。本研究采用方便抽樣法,運(yùn)用父母教養(yǎng)行為問(wèn)卷、親子依戀問(wèn)卷、自我表露問(wèn)卷、學(xué)校適應(yīng)問(wèn)卷對(duì)594名中學(xué)生進(jìn)行施測(cè),主要研究結(jié)果如下:(1)初中生學(xué)校適應(yīng)總體狀況較好,其中同伴關(guān)系適應(yīng)最好,常規(guī)適應(yīng)和師生關(guān)系適應(yīng)次之,自我接納和課業(yè)適應(yīng)最差。(2)常規(guī)適應(yīng)的性別主效應(yīng)顯著,具體表現(xiàn)為女生的常規(guī)適應(yīng)明顯好于男生。學(xué)校適應(yīng)及其五個(gè)維度的年級(jí)主效應(yīng)均顯著,具體表現(xiàn)出“V”形發(fā)展趨勢(shì)。初一學(xué)生總體適應(yīng)最好,初三學(xué)生次之,初二學(xué)生最差,且初一與初二存在顯著差異。性別和年級(jí)的交互作用在學(xué)校適應(yīng)及其五個(gè)維度上均不顯著。(3)學(xué)校適應(yīng)及其五個(gè)維度上,獨(dú)生/非獨(dú)生子女得分差異均不顯著。父親受教育程度為高中或中專的學(xué)生,其總體學(xué)校適應(yīng)和課業(yè)適應(yīng)得分顯著低于父親受教育程度在大專及其以上的學(xué)生。母親受教育程度為大專及其以上的學(xué)生,其課業(yè)適應(yīng)得分顯著高于母親受教育程度為初中及其以下的學(xué)生。(4)父母積極教養(yǎng)行為與學(xué)校適應(yīng)及其五個(gè)維度均顯著正相關(guān);父母消極教養(yǎng)行為與學(xué)校適應(yīng)及其五個(gè)維度顯著負(fù)相關(guān);父子/母子依戀與學(xué)校適應(yīng)及其五個(gè)維度顯著正相關(guān);父親表露及其三個(gè)維度(父親愛(ài)好與興趣表露、父親學(xué)習(xí)表露、父親學(xué)校經(jīng)歷表露)與學(xué)校適應(yīng)及其五個(gè)維度顯著正相關(guān);母親學(xué)習(xí)表露與總體學(xué)校適應(yīng)、常規(guī)適應(yīng)、師生關(guān)系、自我接納、課業(yè)適應(yīng)顯著正相關(guān)。(5)父親表露在父親積極教養(yǎng)行為與學(xué)校適應(yīng)間起部分中介作用,父子依戀和父親表露在父親積極教養(yǎng)行為與學(xué)校適應(yīng)間起鏈?zhǔn)街薪樽饔?父子依戀和父親表露在父親消極教養(yǎng)行與學(xué)校適應(yīng)間起鏈?zhǔn)街薪樽饔?母子依戀和母親表露在母親積極教養(yǎng)行為與學(xué)校適應(yīng)間的鏈?zhǔn)街薪樽饔貌怀闪?母子依戀和母親表露在母親消極教養(yǎng)行為與學(xué)校適應(yīng)間起鏈?zhǔn)街薪樽饔谩?6)母親消極教養(yǎng)行為對(duì)學(xué)校適應(yīng)的直接預(yù)測(cè)作用顯著大于父親消極教養(yǎng)行為;父子依戀和父親表露的中介作用顯著大于母子依戀和母親表露;父親消極教養(yǎng)行為、父子依戀和父親表露對(duì)于學(xué)校適應(yīng)的總效應(yīng)顯著小于母親消極教養(yǎng)行為、母子依戀和母親表露。
[Abstract]:School adaptation is the main social young people to adapt, adapt well to the school, young people actively involved in school environment, deal with academic and interpersonal pressure, lay a good foundation for future development. The existing research shows that parenting behaviors significantly predict school adaptation, but few studies reveal the internal mechanism between the two internal mechanism. This study examines the role of parent-child attachment and self disclosure to the chain intermediary role in parenting behavior and school aims to explore the parental rearing behavior and school adaptation, provide a theoretical basis for the promotion of youth to school. This research uses convenient sampling method, the use of parental rearing behavior questionnaire, attachment questionnaire, self disclosure questionnaire, school adaptation the questionnaire of 594 middle school students were tested. The main results are as follows: (1) junior middle school students to adapt to the overall situation is relatively good, which close companion The Department to the best, and the relationship between teachers and students to adapt to the conventional adaptation of self acceptance and academic adaptation is the worst. (2) the main effect of the conventional adaptation of gender significantly, the specific performance of conventional adaptation girls better than boys. The main effect of school adaptation and its five dimensions grade were significant, the specific performance of a "V" shape the trend of development. The students adapt to the best overall, second grade students, students of grade two and grade one and grade two of the worst, there are significant differences. The interaction of gender and grade in school adaptation and its five dimensions are not significant. (3) the school adaptation and its five dimensions, the only child / non child scores were is not significant. The father of education for high school or secondary school students, the overall adaptation and academic adaptation were significantly lower than that of the father of education in junior college and above students. Mother's education for College and above The students, their academic adaptation was significantly higher than that of the mother's education for junior high school students and below. (4) positive parental rearing behavior and school adjustment and its five dimensions are positively related; the negative parenting behavior and school adjustment and its five dimensions are significant negative correlation; father / mother child attachment and school adaptation was positively correlated and its five dimensions; the father revealed its three dimensions (father's hobbies and interests show, father study show, father school experience shows) was positively correlated with the five dimensions of school adaptation and learning; mother disclosure and overall school adaptation, conventional adaptation, teacher-student relationship, self acceptance, academic adaptation was positively related to (5). To show his father played the intermediary role between positive parenting behavior and school in the father, son and father attachment between the chain to reveal the intermediary role in the positive parenting behavior and school father Father and son and father to show attachment; between chain intermediary role in the father's negative parenting and parent-child attachment and mother school; showing in mother's positive parenting behavior and school adaptation among the chain intermediary role is not established; mother child attachment and mother revealed to play an intermediary role in the chain between the mother's negative parenting behavior and school (6) directly. Prediction of mother's negative parenting behavior for school adaptation was significantly greater than the father's negative parenting behavior; the mediating role of parent-child attachment and father revealed significantly greater than the parent child attachment and mother disclosure; father's negative parenting behavior, parent-child attachment and father disclosure for total effect of school adaptation is significantly less than the mother's negative parenting behavior, parent child attachment and mother show.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 李航;王美萍;;氣質(zhì)與青少年早期抑郁:父母教養(yǎng)行為的中介作用[J];青少年學(xué)刊;2016年02期
2 羅云;陳愛(ài)紅;王振宏;;父母教養(yǎng)方式與中學(xué)生學(xué)業(yè)倦怠的關(guān)系:自我概念的中介作用[J];心理發(fā)展與教育;2016年01期
3 謝安娜;楊蘊(yùn)萍;;大學(xué)新生學(xué)校適應(yīng)與成人依戀的關(guān)系[J];中國(guó)臨床心理學(xué)雜志;2015年02期
4 梁熙;王爭(zhēng)艷;;依戀關(guān)系的形成:保護(hù)情境中母親和嬰兒的作用[J];心理科學(xué)進(jìn)展;2014年12期
5 王美萍;張文新;;COMT基因rs6267多態(tài)性與青少年期親子親合與沖突的關(guān)系:性別與父母教養(yǎng)行為的調(diào)節(jié)作用分析[J];心理學(xué)報(bào);2014年07期
6 劉世宏;李丹;劉曉潔;陳欣銀;;青少年的學(xué)校適應(yīng)問(wèn)題:家庭親密度、家庭道德情緒和責(zé)任感的作用[J];心理科學(xué);2014年03期
7 張效芳;杜秀芳;;父母教養(yǎng)行為對(duì)初中生學(xué)校適應(yīng)的影響:心理資本的中介作用[J];中國(guó)特殊教育;2014年01期
8 劉文婧;許志星;鄒泓;;父母教養(yǎng)方式對(duì)青少年社會(huì)適應(yīng)的影響:人格類型的調(diào)節(jié)作用[J];心理發(fā)展與教育;2012年06期
9 劉春梅;陳一心;張寧;;親子依戀研究新進(jìn)展[J];中國(guó)兒童保健雜志;2012年07期
10 趙鵬;;高一新生學(xué)校適應(yīng)現(xiàn)狀調(diào)查研究[J];現(xiàn)代中小學(xué)教育;2012年05期
相關(guān)碩士學(xué)位論文 前10條
1 田艷梅;中職生父母教養(yǎng)方式、道德推脫和人際關(guān)系的相關(guān)研究[D];河北師范大學(xué);2015年
2 吳丹丹;流動(dòng)青少年家庭環(huán)境、親子依戀與學(xué)習(xí)適應(yīng)的關(guān)系研究[D];華中師范大學(xué);2015年
3 韓玉蓮;父母教養(yǎng)方式與兒童在同伴交往中受歡迎性的關(guān)系研究[D];華中師范大學(xué);2015年
4 牛燕潔;初中生家庭教養(yǎng)方式、歸因方式與學(xué)業(yè)自我效能感的關(guān)系研究[D];內(nèi)蒙古師范大學(xué);2014年
5 郭錦紅;中學(xué)生人際信任、自我表露與同伴關(guān)系的研究[D];西北師范大學(xué);2014年
6 王艷翠;中學(xué)生成就目標(biāo)定向、班級(jí)環(huán)境與學(xué)習(xí)投入關(guān)系及教育對(duì)策的研究[D];天津師范大學(xué);2013年
7 陳菲菲;我國(guó)0-18月齡嬰幼兒父母教養(yǎng)行為與嬰幼兒社會(huì)性行為關(guān)系的研究[D];華東師范大學(xué);2013年
8 馬麗榮;初中生家庭教養(yǎng)方式、師生關(guān)系與學(xué)習(xí)倦怠的關(guān)系研究[D];陜西師范大學(xué);2012年
9 陳培娟;家庭教養(yǎng)方式與學(xué)業(yè)成就相關(guān)研究[D];上海師范大學(xué);2012年
10 姚潔;農(nóng)村寄宿制中學(xué)學(xué)生學(xué)校適應(yīng)現(xiàn)狀及對(duì)策研究[D];山西師范大學(xué);2012年
，本文編號(hào)：1736627
本文鏈接：http://sikaile.net/shekelunwen/xinlixingwei/1736627.html
