【摘要】：父母沖突是指子女對(duì)父母沖突的覺知,包括子女知覺到的父母之間的言語(yǔ)攻擊、肢體攻擊甚至是敵對(duì)冷漠的情緒。根據(jù)布朗芬布倫納的生態(tài)系統(tǒng)理論,個(gè)體的發(fā)展會(huì)受到微系統(tǒng)、中間系統(tǒng)、外層系統(tǒng)、宏觀系統(tǒng)四個(gè)不同層次的系統(tǒng)的影響,但是在這四個(gè)系統(tǒng)中,只有微系統(tǒng)是個(gè)體實(shí)際參與的直接環(huán)境,會(huì)對(duì)個(gè)體發(fā)展產(chǎn)生直接影響。因此,家庭中的父母沖突不僅會(huì)給沖突雙方帶來(lái)身心上的傷害,同樣也會(huì)嚴(yán)重影響兒童的心理健康。社交焦慮是指?jìng)�(gè)體對(duì)自身的人際處境或人際交往活動(dòng)的緊張與害怕。在父母沖突給兒童帶來(lái)的諸多不利影響中,社交焦慮便是其中一種。為了減輕這種不利影響,探討父母沖突影響社交焦慮的路徑機(jī)制,從而找出解決問題的方法與措施是十分有必要的。本研究通過隨機(jī)取樣的方法在武漢市選取400名初高中生被試,對(duì)他們進(jìn)行問卷調(diào)查。通過對(duì)此次調(diào)查結(jié)果的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析,本研究主要得到以下幾個(gè)主要結(jié)論:(1)中學(xué)生感知到的父母沖突要低于平均水平。父母沖突中的自我歸因維度除了在母親文化程度與年級(jí)變量上存在顯著差異,在其它人口學(xué)變量上不存在顯著差異。威脅認(rèn)知除了在年級(jí)變量上有顯著差異外,在其它人口學(xué)變量上不存在顯著差異。父母沖突中的沖突特征在各人口學(xué)變量上均不存在顯著差異。(2)中學(xué)生的社交焦慮要高于平均水平。中學(xué)生的社交焦慮除了在父親文化程度和年級(jí)上存在顯著差異外,在其它人口學(xué)變量上不存在顯著差異。(3)在面對(duì)負(fù)性生活事件時(shí),中學(xué)生更傾向于使用積極情緒調(diào)節(jié)策略。積極情緒調(diào)節(jié)策略在性別、學(xué)生干部、年級(jí)變量上不存在任何差異。消極情緒調(diào)節(jié)策略在年級(jí)變量上存在差異,在性別和學(xué)生干部上不存在差異。(4)父母沖突與消極情緒調(diào)節(jié)、社交焦慮之間存在顯著的正相關(guān)關(guān)系,積極情緒調(diào)節(jié)與社交焦慮之間沒有相關(guān),消極情緒調(diào)節(jié)與社交焦慮之間是顯著正相關(guān)關(guān)系。(5)消極情緒調(diào)節(jié)在父母沖突特征與中學(xué)生社交焦慮之間起完全中介作用,在威脅認(rèn)知與社交焦慮之間起部分中介作用,在自我歸因與社交焦慮之間沒有中介作用。
[Abstract]:Parental conflict refers to children's awareness of parental conflict, including verbal attacks, physical attacks and even hostile feelings of apathy between parents perceived by children. According to BrownFinn Brunner's ecosystem theory, individual development is influenced by four different levels of systems: microsystems, intermediate systems, outer systems, macro systems, but in these four systems, Only microsystems are the direct environment in which individuals actually participate and have a direct impact on individual development. Therefore, the conflict between parents in the family will not only bring physical and mental harm to both sides of the conflict, but also seriously affect the mental health of children. Social anxiety refers to the tension and fear of one's own interpersonal situation or interpersonal activity. Among the negative effects of parental conflict on children, social anxiety is one of them. In order to mitigate this adverse effect, it is necessary to explore the path mechanism of parental conflict affecting social anxiety, and to find out the methods and measures to solve the problem. In this study, 400 junior and senior middle school students in Wuhan were investigated by random sampling. Through the statistical analysis of the data of this survey, the main conclusions are as follows: (1) the perceived parental conflict among middle school students is lower than the average level. The self-attribution dimension in parental conflict has no significant difference except for the mother's education level and grade variables, but no significant difference in other demographic variables. Threat cognition had no significant difference in demographic variables except grade variables. There is no significant difference in the characteristics of conflict between parents in each demographic variable. (2) the social anxiety of middle school students is higher than the average level. The social anxiety of middle school students had no significant difference in other demographic variables except the father's education level and grade. (3) in the face of negative life events, there was no significant difference in social anxiety. Middle school students tend to use positive emotion regulation strategies. There were no differences in gender, student cadres and grade variables in positive emotion regulation strategies. There were significant differences in grade variables between negative emotion regulation strategies and in gender and student cadres. (4) there was a significant positive correlation between parental conflict and negative emotion regulation and social anxiety. There was no correlation between positive emotion regulation and social anxiety, but there was a significant positive correlation between negative emotion regulation and social anxiety. (5) negative emotion regulation played a completely mediating role between the characteristics of parental conflict and social anxiety of middle school students. There are some mediating roles between threat cognition and social anxiety, but there is no intermediary between self-attribution and social anxiety.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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