学习困难学生父母教养方式与主观幸福感的相关研究

The Study of the Relationship between Subjective Well-being and Parental Rearing Pattern of Learning Disability Students.

目的了解学习困难学生的父母教养方式与主观幸福感的状况,并探讨父母教养方式对学习困难学生主观幸福感的影响。方法采用父母教养方式评价量表、总体幸福感量表对121名学习困难学生进行评定。结果学习困难学生在主观幸福感和父母教养方式上存在显著性别差异;回归分析表明,父母亲的情感温暖、理解和母亲的偏爱被试对学习困难生的主观幸福感有重要积极影响,而父亲的严厉惩罚、拒绝否认对学习困难学生的主观幸福感有消极的影响。结论学习困难学生父母教养方式与主观幸福感在性别上具有显著差异,学习困难学生的父母教养方式对其主观幸福感有显著的影响。

Objective To understand relatianship betwecn the condition of parental rearing par＇tern and subjective well-being of learning disability students. Methods 121 learning disability students were examined by using EMBU and SWB. Results Among learning disability students and excellent students, there were significant gender differences in subjective wellbeing and parental rearing pattern; According to regression analysis, parental warmth and understanding showed significantly positive influence on subjective well-being, while their poor rearing pattern such as punishment, refusal, rejection and those of father＇s showed negative influence on subjective well-being of their children. Conclusion Parental rearing pattern obviously affected subjective well-being.