父母教养方式与高中生亲社会行为关系分析

Relationship between parents' rearing style and prosocial behavior of senior high school students

目的探讨父母教养方式与高中生亲社会行为的关系。方法以266名高一和高二学生为被试,运用父母教养方式评定量表(EMBU)和亲社会倾向量表(PTM)进行测试。结果年级与是否独生在亲社会行为的利他的和紧急的2个维度上存在显著的交互作用。对于非独生子女来说,高二年级得分高于高一年级;对于高一学生来说,独生子女得分高于非独生子女。父母的情感温暖和理解对高中生亲社会行为的影响是积极的,其他因子对高中生亲社会行为的影响是消极的。其中亲社会行为的公开的维度与母亲教养方式中过度干涉、拒绝否认、惩罚严厉维度呈现极其显著地正相关。结论父母应经常使用积极的教养方式,给予子女更多的情感温暖理解,使孩子更好的发展亲社会行为。

Objective To explore the relationship between parents＇ rearing style and prosocial behavior of senior high school students. Methods By using EMBU and PTM, 266 senior students including grade one and grade two were tested individually. Quantitative analyses used in the present study included analysis of variance, analysis of description and product-moment coefficient of correlation. Results The interaction effect between grade and whether or not only-child was significant on ahruism and dire prosocial behavior. The students of grade two had higher score than ones of grade one on non-only-child; only-child had higher score than non-only-child of grade one. Emotional warming and understanding from parents had positive effects on the students＇ prcsocial behavior, other factors from parents had negative effects on the students＇ prosocial behavior. Mothers＇ excessive intervention,, refusing deniability, and severe punishment had an obvious positive correlation with public prosocial behavior. Conclusions Parents should often use positive rearing style, and give their children more emotional warming and understanding, so that prosocial behavior of their children can develop well.