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目的探讨汉、维、哈三族中学生教养方式与应付方式的关系。方法对146名汉族、115名少数民族中学生进行教养方式(EMBU)及简易应付方式问卷(SCSQ)测试。结果1F1、F3、F4、M1、M2、M3、M5的民族差异显著;积极应付方式的民族差异不显著(F=2.170,P>0.05),而消极应付方式的民族差异显著(F=4.608,P<0.01);2F1与积极应付方式正相关(B=0.169),M2与消极应付方式呈正相关(B=0.157)。结论F1、F3、F4、M1、M2、M3、M5的民族差异显著;消极应付方式的民族差异显著;F1与积极应付方式正相关,M2与消极应付方式呈正相关。
Objective To explore the relationship among middle school students in Han, Uygur and Kazak ethnic groups in terms of coping styles and coping styles. Methods A total of 146 Han and 115 ethnic minority middle school students were enrolled in EMBU and SCSQ tests. (F = 2.170, P> 0.05), while the national differences of negative coping styles were significant (F = 4.608, P < P <0.01). There was a positive correlation between 2F1 and positive coping style (B = 0.169). M2 was positively correlated with negative coping style (B = 0.157). Conclusion The national differences of F1, F3, F4, M1, M2, M3 and M5 are significant. The national differences of negative coping styles are significant. F1 is positively correlated with positive coping styles. M2 is positively correlated with negative coping styles.