心理发展与教育
心理髮展與教育
심리발전여교육
Psychological Development and Education
2012年
6期
625~633
,共null页
社会适应 人格 父母教养方式 青少年
社會適應 人格 父母教養方式 青少年
사회괄응 인격 부모교양방식 청소년
social adjustment ; personality; parenting; adolescents
采用青少年父母教养方式问卷、青少年小五人格问卷和青少年社会适应评估问卷对六城市的2288名中学生进行调查,探讨父母教养方式对青少年社会适应的影响及人格类型在其中的调节作用。结果发现:(1)青少年父母教养方式可分为民主型、权威型、专制型和忽视型四种,所占比例分别为35.2%、16.9%、20.8%、27.1%,不同父母教养类型的青少年在社会适应、人格五因素各维度上的差异达到显著水平;(2)除撤回爱护与行事效率之间相关不显著外,父母教养行为与青少年社会适应各维度相关均达到显著水平;(3)人格类型可以调节父母教养行为对青少年社会适应的预测作用,表现在支持陪伴、自主准予及知晓度对积极适应的影响以及规则引导、自主准予及知晓度对消极适应的影响。
採用青少年父母教養方式問捲、青少年小五人格問捲和青少年社會適應評估問捲對六城市的2288名中學生進行調查,探討父母教養方式對青少年社會適應的影響及人格類型在其中的調節作用。結果髮現:(1)青少年父母教養方式可分為民主型、權威型、專製型和忽視型四種,所佔比例分彆為35.2%、16.9%、20.8%、27.1%,不同父母教養類型的青少年在社會適應、人格五因素各維度上的差異達到顯著水平;(2)除撤迴愛護與行事效率之間相關不顯著外,父母教養行為與青少年社會適應各維度相關均達到顯著水平;(3)人格類型可以調節父母教養行為對青少年社會適應的預測作用,錶現在支持陪伴、自主準予及知曉度對積極適應的影響以及規則引導、自主準予及知曉度對消極適應的影響。
채용청소년부모교양방식문권、청소년소오인격문권화청소년사회괄응평고문권대륙성시적2288명중학생진행조사,탐토부모교양방식대청소년사회괄응적영향급인격류형재기중적조절작용。결과발현:(1)청소년부모교양방식가분위민주형、권위형、전제형화홀시형사충,소점비례분별위35.2%、16.9%、20.8%、27.1%,불동부모교양류형적청소년재사회괄응、인격오인소각유도상적차이체도현저수평;(2)제철회애호여행사효솔지간상관불현저외,부모교양행위여청소년사회괄응각유도상관균체도현저수평;(3)인격류형가이조절부모교양행위대청소년사회괄응적예측작용,표현재지지배반、자주준여급지효도대적겁괄응적영향이급규칙인도、자주준여급지효도대소겁괄응적영향。
To explore the influence of Parenting on Social Adjustment of adolescents, and the moderation effects of personality, Parenting Styles Questionnaires, Five-factor Personality Questionnaires and Adolescents' Social Adjustment Assessment Questionnaires were administered to the sample consisting of 2288 students from six cities in China, in order to identify personality as a moderator. The results showed that: (1) parenting behaviors could be divided into 4 different parenting styles, namely democratic style, authoritative style, authoritarian style and neglectful style, the proportions of which were 35.2% , 16.9% , 20.8% , and 27. 1% respectively. Significant differences in social adjustment and personality existed among adolescents with different parenting styles. (2) Parenting and adolescents' social adjustment were significantly related, except the correlation between withdrawal of care and acting efficiency. (3) Personality served as a moderator in the relationship between support and company, autonomy, monitor and positive adjustment, and the relationship between guide, autonomy, monitor and negative adjustment.