学习不良初中生应对方式、教养方式与情绪状况的关系

Relationship between Coping Style,Parental Rearing Pattern and Emotion of Junior High School Students with Learning Disabilities

目的:探讨学习不良初中生的应对方式、父母教养方式与情绪状况的关系。方法:在某中学507名初中生中筛选出48名学习不良学生,同时在剩余学生中随机选取48人作为对照组,采用简易应对方式量表、父母教养方式评价量表和积极情感与消极情感量表,对96名被试进行测试。结果:学习不良初中生的应对方式、父母教养方式、积极/消极情感状况与对照组均存在显著差异;消极应对方式、父母的惩罚严厉、拒绝否认、过分保护、过分干涉是学习不良初中生情绪状况的有效预测因子(F=57.96,R2=0.48,p<0.01);积极应对方式、父母温暖与理解有利于形成健康的情绪。结论:应对方式和父母教养方式是学习不良初中生情绪状况的重要预测源。

Objective：To explore the relationship between coping styles,parental rearing patterns and emotion disorders of junior high school students with learning disabilities.Methods：Screening 48 students with learning disabilities firstly,then selecting 48 students randomly from the norm students as the control group.The 96 participants were assessed with SCSQ,EMBU,PANAS-R.Results：The coping styles and parental rearing patterns and positive/ negative emotion had significant difference between the two groups;the negative coping style and parents’rigorous punishment,rejection and denial,excessive interference and overprotection were the predictors of junior high school student’s emotion disorders who had learning disabilities（F=57.96,R2=0.48,p0.01）;positive coping style and parents’emotional warmth and comprehension could contribute to healthy emotions.Conclusions：Coping styles and parental rearing patterns can predict the emotion disorders of junior high school students with learning disabilities.