小学儿童的自我概念及其与父母教养方式的关系

目的 :探讨小学儿童的自我概念的发展特点及其与父母教养方式的关系。方法 :使用Piers-Harris儿童自我概念量表和父母养育方式评价量表 (EMBU)分别测查小学儿童的自我概念和父母教养方式 ,并对其相互关系进行相关分析。结果 :方差分析表明自我概念总分及各分量表得分的年级及性别主效应均显著。父母的情感温暖与理解与小学儿童的自我概念有显著的正相关 ,父母的拒绝否认、惩罚严厉、父亲的过度保护与小学儿童的自我概念有显著的负相关。结论 :随着年龄的增长 ,小学儿童的自我概念呈下降趋势。女生相对于男生有更好的学校表现 ,更为合群 ,行为问题更少 ,但有更多的情绪问题。父母教养方式是影响小学儿童自我概念的一个重要因素。     

父母养育方式与儿童自立水平关系的研究

目的:探讨父母养育方式与儿童自立发展水平之间的关系.方法:①应用6-12岁儿童自立行为问卷和父母养育方式问卷(EMBU)对79名5、6年级小学生进行测试;②根据儿童在自立行为问卷上的总分排序,取上27%人群为高自立组,下27%人群为低自立组.结果:①高自立组父情感温暖、母情感温暖两个因子分显著高于低自立组;而低自立组父惩罚严厉、母拒绝否认、母惩罚严厉三项因子分显著高于高自立组;②母拒绝否认和母惩罚严厉与儿童自立行为各维度之间存在广泛的显著负相关,父情感温暖、母情感温暖与儿童自立行为存在显著的正相关.结论:父母养育方式与儿童自立行为水平密切相关.与低自立水平儿童相比,高自立水平儿童体验着温暖、关爱的养育方式,而低自立水平儿童体验更多的是严厉惩罚和拒绝否认的养育方式.     

高低自立水平儿童的自我概念特点的研究

目的:探讨儿童自立发展水平与其自我概念之间的关系.方法:①应用6-12岁儿童自立行为问卷和田纳西自我概念量表(TSCS)对193名5、6年级小学生进行测试;②根据儿童在自立行为问卷上的总分排序.取上27%人群为高自立组,下27%人群为低自立组.结果:①高自立组在田纳西自我概念量表所有分量表上的得分均显著高于低自立组;②田纳西自我概念量表各分量表与自立行为问卷各维度分之间均存在显著正相关.结论:儿童自立行为与自我概念之间关系密切,自立水平越高,其自我概念越积极.     

初中生非学业自我概念及其与父母教养方式关系研究

探讨初中生非学业自我概念性别、年级差异,以及父母教养方式和非学业自我概念之间的关系。从湖南省常德市某2所中学随机抽取304名学生,采用自我评价量表和父母教养方式评价问卷进行调查。结果显示:①初中生非学业自我概念中诚实可信赖自我这一维度上存在年级和性别的交互作用(P<0.05),与父母关系自我这一维度在年级上差异有统计学意义(P<0.01),情绪稳定性自我和与异性关系自我这2个维度在性别上的差异有统计学意义(P<0.05),但非学业自我概念总分在性别和年级差异无统计学意义;②父母温暖理解两因子与初中生非学业自我概念正相关(P<0.01),父母拒绝否认和母亲严厉惩罚3个因子与初中生非学业自我概念呈负相关(P<0.01)。父亲严厉惩罚对与同性关系自我、与异性关系自我呈负相关(P<0.01)。由此可知,初中生非学业自我概念的发展相对均衡,且与父母教养方式有关。     

父母养育方式与学习不良儿童行为问题及自我意识的相关研究

目的 :探讨学习成绩不良儿童的行为问题、自我意识与父母养育方式的关系。方法 :采用Conners儿童行为问卷 (父母版 )、Piers -Harris儿童自我意识量表以及父母养育方式问卷对 34名成绩不良儿童和 4 7名成绩优良儿童进行评定。结果 :学习成绩不良儿童较成绩优良儿童行为问题较多 ,自我意识水平较低。相关分析显示 ,成绩不良儿童的行为问题与父母的温暖和理解呈负相关 ,与父母的偏爱呈正相关 ;父母的温暖和理解与成绩不良儿童的自我意识水平呈正相关 ,而父母的惩罚、拒绝否认、偏爱以及过度保护等与儿童自我意识的不同维度呈负相关。结论 :某些不适当的父母养育方式对学习成绩不良儿童的心理健康具有不利影响。     

儿童青少年多动冲动行为与父母养育方式的关系

目的 :分析儿童青少年多动冲动行为与父母养育方式之间的关系。方法 :抽取 8～ 17岁小学至高中学生共84 2人 ,使用“Conners儿童行为问卷 (PSQ)”和“父母养育方式评价量表 (EMBU)”进行问卷调查。结果 :多动 -冲动组父母的“情感温暖、理解”得分均明显低于正常组 ,而“惩罚、严厉”和“拒绝、否认”得分均明显高于正常组 ,差异均具显著性 (P <0 .0 1) ,Logistic回归分析发现父亲的“惩罚、严厉”和母亲的“情感温暖、理解”对儿童青少年多动冲动行为有影响。结论 :多动冲动儿童青少年的父母存在不良教养方式 ,可能是造成孩子多动冲动行为的原因之一。     

儿童气质、父母养育方式与儿童良心的关系

目的:考察儿童气质,父母养育方式与儿童良心之间的关系.方法:用儿童行为问卷(CBQ)、父母养育方式问卷(CRPR)和儿童良心问卷(CCQ)对625名3～6岁儿童的父母进行了测查.结果:①儿童性别、年龄、气质等个体因素能够显著预测其良心水平.具体来说,女孩的内疚情感和内化行为水平要显著高于男孩,年长儿童的内疚情感和内化行为水平显著高于年幼儿童;儿童努力控制的气质特点能够显著正向地预测其内疚情感和内化行为,外向性对内疚情感和内化行为具有负向预测作用;消极情绪对内疚情感具有正向预测作用,而对内化行为具有负向预测作用.②母亲养育方式中的关心与控制维度能显著正向预测儿童的内疚情感,母亲控制对儿童的内化行为具有显著正向预测作用;而母亲惩罚对儿童的内化行为具有显著的负向预测作用.结论:儿童气质、性别和年龄等个体特点对其良心具有直接作用,不同的气质特点对其良心具有不同的作用.母亲养育方式对儿童良心也具有直接预测作用,母亲的关心和控制对儿童良心的发展具有促进作用,而惩罚则具有消极作用.父亲养育方式对儿童良心的直接作用不明显.     

父母饮食素养与学龄前儿童情绪行为问题的关系

目的:探究父母饮食素养与儿童情绪行为问题的关系，以及儿童饮食行为和父母陪伴在二者关系中的作用。方法:在青岛、大连、沈阳选取750名3～6岁儿童的父母，采用营养知识问卷、儿童饮食行为问卷、儿童长处和困难问卷(SDQ)(父母版)测量父母饮食素养、儿童饮食行为和儿童情绪行为问题。用SPSS PROCESS程序考察有调节的中介效应。结果:父母饮食素养得分与SDQ儿童情绪问题得分(β=-0.11,P<0.01)、品行问题得分(β=-0.15,P<0.001)、亲社会行为得分(β=-0.11,P<0.001)和同伴交往问题得分(β=-0.09,P<0.05)均负向关联。儿童饮食行为在父母饮食素养与儿童情绪症状、品行问题、亲社会行为、同伴交往问题之间起中介作用(β=-0.04、-0.03、0.02、-0.03,均P<0.05),父母陪伴对儿童饮食行为与儿童情绪问题的关系起调节作用(β=-0.17,P<0.05)。结论:父母饮食素养可能既能与儿童情绪行为问题有直接关联，也可以通过儿童饮食行为与儿童情绪行为问题有间接关联。父母陪伴在儿童饮食行为和儿童情绪问题的关系中起...     

大学生拖延行为与父母教养方式的关系研究

目的:探讨大学生拖延行为与父母教养方式之间的关系。方法:以320名大学生为研究对象,采用Aitken拖延问卷(API)和父母教养方式问卷(EMBU)进行调查。结果:①大学生拖延行为高分组与低分组在父母惩罚严厉、父母拒绝否认及父母情感温暖理解上差异显著;②大学生拖延行为与父母惩罚严厉、父母拒绝否认正相关显著,且与父母情感温暖理解存在显著负相关。③逐步回归分析结果显示:母情感温暖与母拒绝否认能显著预测子女的拖延行为。结论:大学生的拖延行为的形成与父母采用的不良教养方式关系密切。     

行为问题儿童的生活质量及其影响因素调查

目的:探讨行为问题儿童的生活质量及影响因素.方法:采用Conners量表和儿少主观生活质量问卷调查2087例少年儿童的行为问题和生活质量,然后将问题儿童与正常儿童的结果做比较.结果:行为问题儿童的生活质量明显低于正常儿童,相关分析显示儿少主观生活质量问卷与Conners量表父母问卷和教师评定量表的部分因子存在不同程度的相关.逐步回归显示儿童的学业、行为问题、家庭经济、父亲性格、年龄、父母对不良行为的处理方式、独生共7个变量影响着儿童的生活质量.结论:行为问题儿童生活质量下降,需要得到学校、家庭、同伴、社会等多方面的关怀帮助.     

社会支持对农村留守儿童问题行为的影响:希望感的中介作用

目的:探讨希望感在社会支持对留守儿童问题行为影响中的中介作用。方法:采用长处和困难问卷、领悟社会支持问卷与希望感量表对1238名11~17岁留守儿童进行问卷调查,其中男生547人,女生691人。结果:(1)独立样本t检验显示,农村留守儿童的希望感、内化问题行为和亲社会行为均存在显著的性别差异(t=2.682,-3.228,-3.310;P0.01);(2)相关分析显示,社会支持与外化问题行为(r=-0.202,P0.01)和内化问题行为(r=-0.125,P0.01)呈显著负相关,与希望感(r=0.510,P0.01)、亲社会行为(r=0.370,P0.01)呈显著正相关,希望感与外化问题行为呈显著负相关(r=-0.138,P0.01),与亲社会行为呈显著正相关(r=0.366,P0.01);(3)多元线性回归分析对中介效应的检验表明,希望感在社会支持与外化问题行为、亲社会行为之间均起部分中介效应,中介效应分别占总效应的11.1%、32.3%。结论:农村留守儿童社会支持、问题行为、希望感三者关系密切,且希望感在社会支持和外化问题行为、亲社会行为之间起中介作用。     

Parents' aggressive influences and children's aggressive problem solutions with peers.

This study examined children's aggressive and assertive solutions to hypothetical peer scenarios in relation to parents' responses to similar hypothetical social scenarios and parents' actual marital aggression. The study included 118 children ages 9 to 10 years old and their mothers and fathers. Children's aggressive solutions correlated with same-sex parents' actual marital aggression. For children with mothers who exhibited low actual marital aggression, mothers' aggressive solutions to hypothetical situations corresponded with children's tendencies to propose aggressive but not assertive solutions. In a 3-way interaction, fathers' aggressive solutions to peer scenarios and marital aggression, combined, exacerbated girls' aggressive problem solving but had the opposite effect for boys. We address the complexity, particularly with respect to parent and child gender combinations, in understanding parents' aggressive influences on children's peer relationships.     

职高生自我概念、成就目标与心理健康的关系

目的:探察职高生自我概念、成就目标及与心理健康之间的相互关系。方法:采用自我概念问卷、成就目标问卷和SCL-90对450名职高生进行问卷调查。结果:人口学变量中除年级因素外(P<0.05),是否独生子女、性别和年龄等因素对心理健康的预测作用不显著(P>0.05);越倾向成绩目标者,心理问题越多(P<0.05);越倾向于学习目标者,心理问题越少(P<0.001),但此作用受到自我概念的中介,拥有更高自我概念者,心理问题越少(P<0.001)。结论:在关注职高生的心理健康状况时,可以从自我概念和成就目标两个方面入手进行干预。     

大学生害羞与孤独感的关系:幽默风格的中介作用

目的:探讨幽默风格在大学生害羞与孤独感关系中的中介作用。方法:采用害羞量表、中文版幽默风格问卷和社会与情感孤独量表对525名在校大学生进行问卷调查。结果:①孤独感与害羞、嘲讽型幽默及自贬型幽默存在显著的正相关,与亲和型幽默、自强型幽默存在显著的负相关;害羞与亲和型幽默、自强型幽默存在显著的负相关,与嘲讽型幽默、自贬型幽默存在显著的正相关。②害羞不仅对孤独感有直接预测作用,还可以通过亲和型幽默和自强型幽默起间接预测作用。结论:幽默风格是大学生害羞与孤独感关系的中介变量。     

Contextual social-cognitive mediators and child outcome: a test of the theoretical model in the Coping Power program

This study tests the contextual social-cognitive model, which has served as the basis for the Coping Power program, an indicated preventive intervention with at-risk preadolescent boys at the time of transition from elementary to middle school. The contextual social-cognitive model assumes that aggressive children have distortions in their social-cognitive appraisals and deficiencies in their social problem solving skills and that their parents have deficiencies in their parenting behaviors. To test this model, boys were identified as being at risk on the basis of fourth grade and fifth grade teachers' ratings of children's aggressive and disruptive behaviors, and interventions were delivered at the end of elementary school and the beginning of middle school. The intervention effect on delinquency, substance use, and school behavior outcomes was at least partially mediated through intervention-produced changes in child and parent variables that were targets for the intervention. These analyses provided unique support for the assumptions in the contextual social-cognitive model that changes in these mediating processes, even among high-risk boys, can have a meaningful impact on later negative outcomes.     

The role of attentional processes in children's prosocial behavior with peers: attention shifting and emotion

This study evaluated the role of attentional shifting in children's prosocial behavior with peers. Participants were 27 aggressive/rejected and 27 nonaggressive/popular kindergarten and first grade boys and girls. Children's ability to shift attention from one affective state to another was assessed during: (a) a computerized task that required shifting attention between different affective events (i.e., the Children's Attentional Shifting Task, CAST) and (b) an analogue entry task with unacquainted peers. Children's latency for sharing with peers was assessed after they experienced failure during the entry task. Aggressive/rejected children had significant difficulty shifting attention from negative to positive affect during the CAST and were slower to share after experiencing entry failure. In general, aggressive/rejected children were less able to regulate their behavior effectively after experiencing social failure. Girls, regardless of status, had less difficulty than boys shifting attention from one affective state to another during the CAST. In addition, children's social status/aggressiveness, their ability to regulate emotional behavior after social failure and to shift attention effectively on the CAST predicted approximately 31% of the variance in their latency to share. These findings suggest that the ability to shift attention between different affective states plays a significant role in children's prosocial behavior with peers.     

职场排斥与抑郁:自我概念清晰性的中介作用

目的 探讨职场排斥与抑郁的关系以及自我概念清晰性在这种关系中的中介作用.方法 采用网络调查的方式.以246名职场人士为研究对象,施测了职场排斥量表、自我概念清晰性量表和流调中心用抑郁量表.结果 ①职场排斥与抑郁呈中等程度的正相关(r=0.422,P＜0.01),职场排斥与自我概念清晰性呈显著负相关(r=-0.273,P...     

Relationships with mother, teacher, and peers: unique and joint effects on young children's self-concept

This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool. In first grade, teacher ratings of teacher-child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher-child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother-child attachment quality on the academic dimension of self through its effect on current adult-child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.