摘要
目的:比较研究学优生和学困生父母教养方式、自我概念的差异及其及其父母教养方式、自我概念的关系。方法:运用自我描述问卷(SDQ-II)和父母教养方式问卷(EMBU)对158名初中生(学优生76名,学困生82名)进行调查。结果:(1)学优生较之学困生,父母更多的采用积极的教养方式,给予更多的情感温暖、理解,较少运用拒绝否认和惩罚严厉等消极的教养方式;(2)在自我概念各因子上,学优生与学困生存在显著差异(除言语、外貌、体能外),具有更加积极的自我概念;(3)父母积极地教养方式与子女的自我概念呈显著正相关(p<0.001),而消极的教养方式与其呈显著负相关(p<0.001)。结论:(1)学优生和学困生在父母教养方式、自我概念上存在显著差异;(2)父母教养方式与自我概念密切相关。
Objective：To compare the difference between Self-concept and Parental Rearing Patterns of achievers and underachievers and the relationship between Self-concept and Parental Rearing Patterns ;Method：158 middle school students including 76 achievers and 82 underachievers were assessed with SDQII （self description scale-II） and EMBU;Result：Compared to underachievers,the parents of achievers turn to more positive rearing pattern,giving their children more emotional warm and understanding,and used fewer negative rearing patterns such as refusal,rejection and pubnistment ;The significant difference between achievers and underachievers in every factor of Self-Concept besides the factor of language,appearance and physical constitution,was that the achievers had more positive Self-Concept ;Self-Concept of students was significantly correlated with the positive parenting style （p〈0.001）,but significantly negatively correlated with the negative parenting style.Conclusion：First,There was a significant difference between Self-concept and Parental Rearing Patterns of achievers and underachievers ;Second,Self-concept of middle school students is closely correlated with parental rearing patterns.
出处
《科技信息》
2009年第31期175-177,共3页
Science & Technology Information
关键词
学优生
学困生
父母教养方式
自我概念
Achiever underachiever
Parental rearing patterns
Self-concept
