摘要
目的探讨父母教养方式及有关因素对大学生共情能力的影响。方法随机选取天津市4所高校351名大学生,使用父母养育方式量表(EMBU)和自编大学生共情能力量表进行测试。对父母养育方式与共情能力进行相关分析和多元回归分析。结果1大学生组EMBU的各个分量表得分与中文修订版组相比,除FF1外,其余各因子均存在显著性差异。其中大学生组中FF2、FF4、FF5、MF3、MF4、MF5高于修订中文版组,其余低于修订中文版组(P〈0.05~P〈0.001)。男女大学生比较显示,女生的MF1高于男生,而FF2、FF3、FF5、MF2、MF3、MF4均为男生高于女生(P〈0.05~P〈0.001)。2大学生共情能力存在性别、年级、来源地、是否参加志愿者活动的差异,4个变量对大学生共情能力也有一定的预测作用。3父母的情感温暖、理解的养育方式与大学生共情能力呈正相关,并有显著的正向预测作用 父母的惩罚、严厉等消极的养育方式与大学生共情能力呈负相关,并有显著的负向预测作用,而父亲的作用大于母亲。结论此研究结果对开展大学生情感教育和亲社会教育具有重要的指导意义。
Objective To investigate the influence of parental rearing patterns and related factors on Empathy ability of the Uni- versity Students. Methods A total of 351 college students from 4 colleges and universities in Tianjin were randomly selected and tested by the parental rearing patterns Scale (EMBU) and University Students Self--Empathy Scale. Parental rearing patterns and the ability of empathy share intelligence were conducted correlation analysis and multiple regression analysis. Results (1)The scores of EMBU subscale in University Students group showed significant differences compared with Revised Edition except for FF1, and in which, FF2, FF4, FF5, MF3, MF4 and MF5 were higher than those of Revised Edition group, the rest were lower than those Revised Edition group (P〈0. 05 to P〈0. 001). Comparison between male and female college students showed that MF1 of the female students was higher than that of male students, while FF2, FF3, FFS, MF2, MF3 and MF4 of the female students were lower than those of male students (P〈0. 05 to P〈O. 001). (2)Empathy capacity of University Students showed dif- ferences in terms of gender, grade, source and whether or not taking part in volunteer activities, and the four variable had certain predictive role in empathy capacity of university students. (3)Father's emotional warmth and understanding were positive correlated with empathy capacity of university students and could positively predict the latter ~ The negative prental rearing patterns such as punishment and severity were negative correlated with empathy capacity and could negatively predict the latter, while the role of fathers were bigger than that of mothers. Conclusion The result has important guiding significance to developing emotional and prosocial education in university students.
出处
《中国健康心理学杂志》
2009年第9期1050-1055,共6页
China Journal of Health Psychology
基金
天津中医药大学教育教学改革研究课题(编号:20062501)
关键词
父母养育方式
共情
多元回归分析
影响因素
Parental rearing patterns
Empathy
Multiple regression analysis
Influencing factors