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目的探讨中职生父母教养方式的相关内容。方法以163名唐山中职生为被试,采用“父母养育方式评价量表(EM-BU)”进行调查。结果①在中职生的父亲教养方式中,父亲偏爱被试因子在性别(t=-3.768,P<0.01)、独生与否(t=-19.312,P<0.01)、出生地(t=-6.425,P<0.01)存在显著差异;惩罚、严厉因子,拒绝、否认因子在性别上存在显著差异(t=3.764,P<0.01;t=3.032,P<0.01);情感温暖、理解因子、惩罚严厉因子在父母是否离异上存在显著差异(t=-3.151,P<0.01;t=2.029,P<0.05);②在中职生的母亲教养方式中,母亲偏爱被试因子在性别(t=-3.768,P<0.01)、独生与否(t=-19.752,P<0.01)、出生地(t=-6.562,P<0.01)存在显著差异;惩罚、严厉因子在性别(t=3.921,P<0.01)上存在显著差异;③惩罚、严厉因子和偏爱被试因子在父母是否离异上存在显著性差异(t=3.147,P<0.01;t=-2.142,P<0.05)。结论父母不同的教养方式,尤其是偏爱被试、惩罚、严厉方式影响着中职生的成长与发展。
Objective To explore the content of parental rearing patterns of vocational school students. Methods A total of 163 Tangshan vocational students were employed to investigate the “Parental Rearing Style Evaluation Scale (EM-BU)”. Results (1) Among the parental rearing styles of the secondary vocational school students, the preference of the test subjects in sex (t = -3.768, P <0.01), only child or not (t = -19.312, P <0.01) (T = 3.764, P <0.01; t = 3.032, P <0.01); emotional warmth, comprehension factors, (T = -3.151, P <0.01; t = 2.029, P <0.05). ②In the parenting mode of secondary vocational school, the mothers prefer the test subjects’ gender (t (T = -19.752, P <0.01), the place of birth (t = -6.562, P <0.01). There was a significant difference in punishment and severe factor between sex (t = 3.921 , P <0.01). (3) There was a significant difference in the divorced parents (P <0.01, t = -2.142, P <0.05). Conclusions Different parental rearing styles, especially preference subjects, punishment and harshness, affect the growth and development of secondary vocational students.