CAJ | 학술논문

目的：研究父母教养方式对中学生学业效能感和学习价值怀疑的影响,为提升中学生的学习水平提供参考。方法采用“父母教养方式问卷”、“自我效能感综合量表”中学业自我效能感、自我调节学习效能感分量表和“学习价值怀疑量表”对北京市3所中学的334人(初中生179人,高中生155人)进行调查。结果①不同性别中,学生父母教养方式有不同之处,男生父亲的惩罚、严厉和拒绝、否认的分数高于女生父亲,差异具有统计学意义(分别 P <0.01和 P <0.05)；男生母亲的惩罚、严厉因子得分高于女生母亲,差异具有统计学意义(P <0.05)。②初中生与高中生相比,母亲只在拒绝、否认因子得分低,差异有统计学意义；初中生的学业自我效能感、自我调节学习效能感两因子得分均高于高中生,差异具有统计学意义。在学习价值怀疑得分上,初中生、高中生之间差异无统计学意义。③父、母亲的情感温暖、理解与中学生的学业自我效能感呈正相关(父 r=0.28,P <0.01；母 r=0.24,P <0.01)；与自我调节学习效能感呈正相关(父 r=0.31,P <0.01；母 r=0.23,P <0.01)；与学习价值怀疑得分呈负相关(父 r =-0.20, P <0.01；母 r=-0.12,P <0.05)；父、母亲惩罚、严厉(父 r=-0.13,P <0.05；母 r=-0.16,P <0.01)和拒绝、否认(父 r=-0.11,P <0.05；母 r=-0.17,P <0.01)与自我调节学习效能感均呈负相关；母亲的惩罚、严厉也与学业自我效能感(母 r=-0.12,P <0.05)呈负相关。结论中学生父母教养方式与其学业自我效能、自我调节感和学业价值怀疑密切相关,因此,改善父母教养方式有利于提升中学生的学习价值感和学业相关的效能感。
목적：연구부모교양방식대중학생학업효능감화학습개치부의적영향,위제승중학생적학습수평제공삼고。방법채용“부모교양방식문권”、“자아효능감종합량표”중학업자아효능감、자아조절학습효능감분량표화“학습개치부의량표”대북경시3소중학적334인(초중생179인,고중생155인)진행조사。결과①불동성별중,학생부모교양방식유불동지처,남생부친적징벌、엄려화거절、부인적분수고우녀생부친,차이구유통계학의의(분별 P <0.01화 P <0.05)；남생모친적징벌、엄려인자득분고우녀생모친,차이구유통계학의의(P <0.05)。②초중생여고중생상비,모친지재거절、부인인자득분저,차이유통계학의의；초중생적학업자아효능감、자아조절학습효능감량인자득분균고우고중생,차이구유통계학의의。재학습개치부의득분상,초중생、고중생지간차이무통계학의의。③부、모친적정감온난、리해여중학생적학업자아효능감정정상관(부 r=0.28,P <0.01；모 r=0.24,P <0.01)；여자아조절학습효능감정정상관(부 r=0.31,P <0.01；모 r=0.23,P <0.01)；여학습개치부의득분정부상관(부 r =-0.20, P <0.01；모 r=-0.12,P <0.05)；부、모친징벌、엄려(부 r=-0.13,P <0.05；모 r=-0.16,P <0.01)화거절、부인(부 r=-0.11,P <0.05；모 r=-0.17,P <0.01)여자아조절학습효능감균정부상관；모친적징벌、엄려야여학업자아효능감(모 r=-0.12,P <0.05)정부상관。결론중학생부모교양방식여기학업자아효능、자아조절감화학업개치부의밀절상관,인차,개선부모교양방식유리우제승중학생적학습개치감화학업상관적효능감。
Objectives To investigate the influence of parent rearing style on middle school student's academic efficacy and study value suspicion,and to provide reference for improving middle school student's learning level.Methods 334 mid-dle school students of 3 middle schools (179 junior high school students and 155 senior high school students)were investi-gated using EMBU,two subscales of Self Efficacy Integrated Scale (academic self-efficacy and self-regulation learning effi-cacy)and study value suspicion scale.Results ① Parent rearing style was different in different genders of middle school students.Scores of severe punishment and denial of boy's father were significantly higher than those of girl's father (P <0.01 andP <0.05 respectively).Score of severe punishment of boy's mother was significantly higher than that of girl's mother (P <0.05).② Compared with senior high school students,junior high school student's scores of academic self-effi-cacy and self-regulation learning efficacy were significantly higher.③ Parent's emotional warmth and understanding were positively correlated with middle school student's academic self-efficacy and self-regulation learning efficacy (father's r =0.28,P <0.01;mother's r=0.24,P <0.01),and negatively correlated with study value suspicion (rf =-0.20,P <0.01;r m =-0.12,P <0.05).Parent's severe punishment(rf =-0.13,P <0.05;r m =-0.16,P <0.01)and denial (rf=-0.11,P <0.05;r m =-0.17,P < 0.01 )were negatively correlated with self-regulation learning efficacy .Moreover, mother's severe punishment was negatively correlated with academic self-efficacy (r m =-0.12,P <0.05).Conclusions The rearing style of middle school student's parent was closely related with academic self-efficacy,self-regulation learning effica-cy and study value suspicion,so improving parent rearing style was beneficial to promote middle school student's sense of study value and study related efficacy.