网络成瘾大学生社会支持 人格和父母教养方式研究

目的探讨网络成瘾大学生社会支持、人格和父母教养方式的特点，为制定有效的心理干预措施和父母改善家庭教养方式提供理论依据。方法对374名大学生采用社会支持评定量表、网络成瘾标准诊断量表、艾森克人格问卷、UCLA孤独量表和父母教养方式评价量表进行测评分析。结果网络成瘾者社会支持评定量表总分及各维度评分显著低于非网络成瘾者（P〈0．01）；艾森克人格问卷神经质维度评分显著高于非网络成瘾者（P〈0．01），内外向和掩饰性维度评分显著低于非网络成瘾者（P〈0.05或0．01）；父母教养方式评价量表父亲情感温暖理解、偏爱被试因子分和母亲情感温暖理解因子分显著低于非网络成瘾者（P〈0.05或0．01），父亲和母亲惩罚严厉、拒绝否定因子分均显著高于非网络成瘾者（P〈0.01）；UCLA孤独量表评分显著高于非网络成瘾者（P〈0.01）。结论网络成瘾大学生获得的社会支持少，对支持的利用度也少；人格特质表现出更加明显的神经质，个性更内向、更孤独；父母教养方式中更多地表现为拒绝否认和严厉惩罚。

Social support, personality and parental rearing patterns of college students with internet addiction

Objective To explore characteristics of social support, personality and parental rearing patterns of college students with internet addiction （IA） in order to provide theoretical basis for making effective mental intervention measures and improving parental rearing patterns. Methods Assessments were performed with the Social Support Rating Scale （SSRS）, Internet Addiction Disorder Standard Diagnosis （IADSD）, Eysenck Personality Questionnaire （EPQ）, UCLA Loneliness Scale （UCLALS） Egna Minnen av Barndoms Uppfostran （EMBU） in 374 college students. Results The total and each dimension score of the SSRS were significantly lower in students with IA than in ones without （P〈0.01） ; neuroticism score of the EPQ was significantly higher （P〈0.01）, introversion-extroversion and lie were lower in students with IA than in ones without （P〈 0.05 or 0.01） ; paternal emotional warmth/ understanding and partialism score and maternal emotional warmth/understanding were significantly lower （P〈 0.05 or 0.01） and paternal and maternal punishment, rejection/deny higher （P〈0. 01） in students with IA than in ones without; UCLALS score was significantly higher in students with IA than in ones without （P〈0.01）. Conclusion IA college students acquire less social support and their support availability is lower; their personality traits are more neurotic, introversive and lonely; their parental rearing patterns are mainly rejection/deny and punishment.