网络成瘾青少年家庭亲密度及家庭教育方式的对比研究

Comparative study on family cohesion and family education style of adolescents with internet addiction disorder

目的通过网络成瘾青少年家庭亲密度与家庭教育方式的对比研究，为网络成瘾青少年的家庭干预与预防提供帮助。方法对100名健康青少年（对照组）和90例网络成瘾青少年（研究组）进行家庭亲密度与家庭教育方式的问卷调查和访谈，用SPSS10．0统计软件进行t检验、相关分析、信度分析。结果对照组家庭亲密度显著好于研究组[（51．75±8．86）分，（38．89±12，17）分，P〈0．01]。对照组家庭教育方式明显好于研究组[（50．65±7．66）分，（41．44±10．84）分；P〈0．01]。研究组对家庭亲密关系[（20．87±4．66）分，（12．33±7．88）分；P〈0．01]、家庭教育方式的不满意度均明显高于对照组；（23．30±11．06）分，（14．28±7．29）分；P〈0．01]。结论网络成瘾青少年的家庭的亲密度低、对家庭教育方式不满意度高，因此在对网络成瘾家庭进行干预与预防时，应特别注重家庭成员间亲密和谐关系的培养，在家庭教育方面家长要特别重视孩子积极健康人格的养成，引导子女积极参加社会实践锻炼。

Objective To compare internet addiction disorders＇ family cohesion and their family education style, and to help prevent internet addiction disorder and interference treatment in families with internet addiction disorder. Methods Ninety adolescents with interact addiction disorder were investigated as the experimental group and one hundred normal adolescents as the control group. Questionnaire and in-depth interview was used to collect data, and the data was analyzed with SPSS 10. 0. Results Average scores of control group were significant higher than those of experimental group in family cohesion （ （51.75 ± 8.86 ） vs （38.89 ± 12.17）, P 〈 0.01 ）. Average scores of control group were significant higher than those of experimental group in family education style （ （ 50.65 ± 7.66） vs （ 41.44 ± 10.84 ） , P 〈 0.01 ）. Average scores of experimental group were significant higher than those of control group in dissatisfaction of family cohesion and family education style （ （ 20.87 ± 4.66） vs （ 12.33 ± 7.88） ; （23.30 ± 11.06 ） vs （ 14.28 ± 7.29）, P 〈 0.01 ）. Conclusion The adolescents with internet addiction disorder have low family cohesion and high dissatisfaction of family education style ,wherefore during internet addiction family intervention and prevention, it should pay particular attention to cultivating close and harmonious relations among families members. In aspect of family education, parents should pay special attention to children＇ s healthy personality development, and guide their children to actively take part in social practice and training.