1、初中生自我概念父母教养方式及学业成绩的关系研究初中生自我概念、父母教养方式及学业成绩的关系研究【摘要】目的 探究初中生自我概念、父母教养方式以及学业成绩之间的相关关系。方法 通过基本情况问卷、田纳西自我概念量表、简式父母教养方式问卷对270名初中在校学生进行施测,并使用spss22.0进行数据分析。结果 (1)初中生的自我概念中自我满意因子在性别上存在显著差异(P0.05);是否独生在自我总分、道德自我、心理自我、自我行动、生理自我、家庭自我及自我认识因子上差异显著(P0.05);年级在道德自我和自我行动上差异显著(P0.05)(2)父母教养方式中父、母亲过度保护和父亲拒绝在性别差异显著(P0
2、.05);父亲情感温暖与是否独生差异显著(P0.05)(3)语文、英语和总分在性别上差异显著(P0.05)(4)学业成绩与母亲拒绝和父亲过度保护呈显著负相关;与母亲情感温暖呈显著正相关(5)母亲拒绝和父母亲过度保护与自我批评呈显著正相关,与自我概念其余因子呈显著负相关;母亲情感温暖与自我批评相关不显著,与其余因子呈显著正相关;父亲情感温暖与自我批评呈显著负相关,与其余因子呈显著正相关;父亲拒绝与自我批评呈显著正相关,与自我满意不存在显著相关,与其余因子呈显著负相关 (6)自我概念中道德自我发展与学业成绩呈显著正相关 (7)生理自我对学业成绩有负向预测作用(Beta=-0.279,P=0.000
3、),道德自我对学业成绩有正向预测作用(Beta=0.351,P=0.000);母亲情感温暖对学业成绩有正向预测作用(Beta=0.132,P=0.043),母亲拒绝和父亲过度保护对学业成绩有负向预测作用(Beta=-0.142,P=0.030;Beta=-0.137,P=0.025)。结论 父母教养方式、自我概念与学业成绩彼此间存在显著相关性;父母教养方式、自我概念能预测学业成绩。【关键词】初中生;自我概念;父母教养方式;学业成绩 A study on the relationship of Parental Rearing Patterns,Self Concept and Academic
4、 Achievement in the Junior Middle School StudentsLI Chenhui, GAO YanJining Medical College,Jining272067,China【Abstract】 Objective This paper explores the relationship among the development of self-concept, parental rearing patterns and academic achievement of Junior Middle School students. Methods A
5、 total of 270 junior middle school students were tested with Basic situation questionnaire and Tennessee self-concept scale and simple Parental rearing style questionnaire.And use spss22.0 for data analysis. Results (1) There were significant differences in gender of self-satisfaction factors in jun
6、ior high school students self-concept (P0.05). Whether the only student has significant differences in the total score of self, moral self, psychological self, self-action, physical self, family self and self-cognition factor (P0.05). There was significant difference in moral self and self-action in
7、 grade (P0.05). (2) There were significant gender differences between father and mother overprotection and father refusal in parental rearing patterns of junior high school students (P0.05), and there was significant difference between fathers emotional warmth and whether he was an only child (P0.05
8、). (3) There were significant differences in academic performance between men and women (P 0.05).(4) Academic achievement was negatively correlated with mothers refusal and fathers overprotection, and positively correlated with mothers emotional warmth. (5)There was a significant positive correlatio
9、n between mothers refusal and parents overprotection and self-criticism, and a significant negative correlation with other factors of self-concept, while mothers emotional warmth was not significantly correlated with self-criticism, but positively correlated with other factors. There was a significa
10、nt negative correlation between fathers emotional warmth and self-criticism, a significant positive correlation with other factors, a significant positive correlation between fathers refusal and self-criticism, no significant correlation with self-satisfaction, and a significant negative correlation
11、 with other factors. (6)There is a significant positive correlation between moral self-development and academic achievement in self-concept. (7) Physiological self has a negative predictive effect on academic performance (Beta=-0.279,P=0.000), and moral self has a positive predictive effect on acade
12、mic performance(Beta=0.132,P=0.043). The emotional warmth of mothers in parental rearing patterns has a positive predictive effect on academic performance, and the refusal of mothers and excessive protection of fathers have a negative predictive effect on academic performance(Beta=-0.142,P=0.030;Bet
13、a=-0.137,P=0.025). Conclusion The parental rearing style, self-concept and academic achievement are related to each other. Parental rearing patterns and self-concept can predict academic performance. 【Key words】 Junior Middle school students; Self -concept; Parental Rearing Patterns; Academic achiev
14、ement初中是一个人成长发育的关键的阶段,青少年时期的身心发展也是个体成长发育阶段中的重要一环。这一阶段的学生走出小学告别童真时光,步入青春期,个体的生理和心理都处在发展的关键时期。同时还要面对着来自升学、家庭甚至开始面对社会大环境下的发展压力,对学习成绩的关注在学生自我发展和家庭教育中越来越多。而教育问题会受到家庭、学校、个人心理状况等多种原因的影响,家庭因素在其中扮演着重要的角色1。且这一时期的青少年有着获得自我同一性的迫切需要,对其进行自我概念的探究也有助于了解初中生自我发展的行为、特点、规律2。有学者提出父母教养方式是一个有关于教育的稳定观点和信念的集合3,是一种不易产生变化、具有相
15、对稳定性的行为,它包含了父母亲对待孩子的各种行为、态度以及情感体现4。父母是子女一生发展的先驱,积极健康的教育方式对子女成长起着促进作用,反之则会阻碍其发展。子女的学习成绩和所受到的教育方式之间的联系也一直是学者们研究的重要方面。有学者提出教养方式对学习有影响作用5。父母教养方式同时也是自我概念的一个重要影响因素,会对青少年的自我概念发展产生影响6。1980年詹姆斯最初在心理学原理一书中提出自我概念,后世学者对自我概念有着不同的解释,总体可归纳为自我概念是个体对自身及与自身有关的各种信息的整体认识,且这种认识能够影响并控制个体的行为7。有国外学者提出青少年处于自我意识发展特殊时期,他们对于自我
16、的认识有强烈的需求,并且对自我的探索也会反映出他们的特性及行为8。国内也有学者提出自我概念对学生的影响显著,他们的心理和行为发展都受自我概念的制约9;自我概念对中学生的成绩和各种行为表现都有着影响作用10。本研究旨在通过分析初中生群体自我概念、教养方式和学业成绩在人口学特征上的差异性以及三者之间的相关关系,从而进一步探讨家庭教养方式和自我概念对学业成绩的影响,为父母正确教导养育子女提供依据,并帮助初中生学会正确认识自己、不断提高学习成绩。对象与方法一、对象通过发放纸质问卷的方式,在山东省内两所中学随机选取320名初中学生进行测试,删除50份无效数据后,得到270份有效问卷,问卷有效回收率为84
17、.375%。具体见表1。表1被试分布情况(人)变量人数占比性别男生14955.2%女生12144.8%总计270100%居住地城市5118.9%农村21981.1%总计270100%是否为独生子女独生子女7728.5%非独生子女19371.5%总计270100%年级初一9334.4%初二11040.7%初三6724.8%总计270100%二、方法1.基本情况问卷由年龄、年级、性别、是否为独生子女和居住地几个主要问题组成基本情况问卷。2.田纳西自我概念量表(TSCS)该量表由美国心理学家菲茨所修订,被后世普遍应用于各类研究。国内现行的中文版本是1978年台湾心理学家林邦杰修订的11。该量表采用的
18、是Likert五点计分法,从“完全不相同”到“完全相同”分别记1-5分。量表包含内容维度五因子(PH生理自我 、ME道德自我 、PER心理自我 、FA家庭自我 、SO社会自我) 和结构维度三因子(ID自我认识、SA自我满意、B自我行动),以及综合状况两因子(TOT自我总分和SC自我批评)。其中自我批评得分高表示自我概念消极,其余则相反12。本研究的Cronbach系数是0.865,具有较高的可信度。3.简式父母教养方式问卷中文版(s-EMBU-C)2010年蒋奖等人正式修订成该量表,含父、母两部各21题,分成情感温暖、拒绝和过度保护三个维度。采用的是Likert四点计分法,各维度的平均分即得分
19、,分值高低与父母使用该方式的多少有关。蒋奖等人指出修订后的系数在0.74-0.84之间,再测信度为0.70-0.81,即表示量表信度良好,同时也指出有良好的校标关联效度13。3.学业成绩收集被试语、数、英三门科目的期末成绩,在各年级和学校内部将其进行标准Z分数的转换,相加求和以所得到的总分作为评价被试学业成绩的依据,进行分析。三 统计学方法运用spss22.0软件对所收集的被试样本采用差异性检验、相关及回归分析的方法进行统计处理。 结果一、社会人口学特征的差异比较1.自我概念在人口学特征上的差异性比较性别与自我满意差异显著,男生得分更高,在其他因子上的差异不具有统计学意义;是否独生与道德自我、
20、心理自我、自我行动、生理自我、家庭自我、自我认识和总分差异显著,非独生子女得分更高,在其他因子上的差异不具有统计学意义;居住地与自我概念各因子的差异均不具有统计学意义;年级在道德自我和自我行动上差异显著,在其他因子上的差异均不具有统计学意义。且初三年级的被试自我概念总分在三个年级中最高,说明发展水平最高。结果见表2。表2 自我概念各因子在人口学特征上的差异性分析变量PH生理自我ME道德自我PER心理自我MSDt/FPMSDt/FPMSDt/FP性别男46.046.110.5470.58548.155.69-2.1850.03043.386.430.1420.887女45.655.3649.66
21、5.5643.285.28是否为独生子女是44.666.14-2.1770.03047.345.59-2.7620.00641.756.14-2.8060.005否46.355.5849.425.6143.975.75居住地城市47.205.401.8310.06848.926.300.1280.89844.226.851.1750.241农村45.565.8348.815.5443.135.70年级初一45.316.022.7870.06348.855.414.8200.00943.385.671.7220.181初二45.465.4947.805.8950.495.35初三47.305.7
22、650.495.3544.376.53变量FA家庭自我SO社会自我SC自我批评MSDt/FPMSDt/FPMSDt/FP性别男48.825.15-0.4190.67545.097.370.8810.37929.647.360.5610.575女49.116.1644.376.1029.166.75是否为独生子女是47.845.89-2.0530.04143.536.83-1.8910.06030.657.111.8000.073否49.395.4545.266.7828.947.04居住地城市48.786.17-0.2310.81845.696.871.0640.28829.678.300.2
23、690.788农村48.995.4944.566.8129.376.79年级初一49.415.211.2400.29144.396.460.5000.60729.116.581.5960.205初二48.305.9444.676.8630.307.33初三49.375.5945.467.3028.437.27变量ID自我认识SA自我满意MSDt/FPMSDt/FP性别男95.408.41-1.0630.28986.899.442.0330.043女96.488.2284.837.18是否为独生子女是94.188.47-2.1320.03484.538.35-1.7520.081否96.568.
24、1986.548.58居住地城市97,788.021.8190.07086.339.370.3360.337农村95.448.3585.898.37年级初一95.807.641.3800.25385.927.960.2550.775初二95.129.0985.648.88初三97.257.8886.588.88变量B自我行动TOT自我总分MSDt/FPMSDt/FP性别男78.859.10-1.0180.310261.122.96-0.0370.970女79.927.95261.2319.83是否为独生子女是77.069.14-2.7600.006255.7820.55-2.6760.008否
25、80.238.24263.3321.11居住地城市80.359.270.9460.345264.4722.671.2330.218农村79.098.45260.4120.81年级初一78.728.713.1770.043260.4419.671.8940.152初二78.457.83259.2121.43初三81.609.37265.4322.502.父母教养方式在人口学特征上的差异性比较 母亲过度保护在性别上存在显著性差异,其中男生得分高于女生,而这一维度在独生子女与否、年级和居住地上的差异均不具有统计学意义;母亲拒绝和情感温暖与各变量的差异均不具有统计学意义;父亲过度保护和拒绝两因子在性别
26、上差异显著,男生得分高于女生;父亲情感温暖与是否独生差异显著,在得分上独生子女高于非独生子女;而与居住地和年级的差异则不具有统计学意义。结果见表3。表3父母教养方式各维度在人口学特征上的差异性分析变量 M情感温暖M拒绝M过度保护MSDt/FPMSDt/FPMSDt/FP性别男3.270.600.8620.3901.580.501.3010.1942.190.532.171 0.031女3.200.581.490.582.050.54是否为独生子女是3.340.551.7270.0851.520.49-0.3590.7202.210.541.6300.104否3.200.601.550.562.100.53居住地城市3.160.63-1.0320.3031.650.661.3710.1752.160.620.4160.678农村3.250.581.510.502.120.52年级初一3.290.590.9570.3851.580.521.2370.2922.180.570.6870.504初二3.240.571.560.562.100.48初三3.160.631.450.532.100.57变量 F情感温暖F拒绝F过度保护MSDt/FPMSDt/FPMSDt/FP性别男