浙江省温岭市农村初中生父母教养方式研究

Investigation on education mode and correlate factors among parents of middle school students in rural areas

目的分析农村初中生父母教养方式的特点及相互关系。方法采取分阶段整群随机抽样方式抽取温岭2所农村中学的256名初中生,再以方便抽样方法抽取市区1所中学的185名城市初中生。分别接受父母教养方式评价量表(EMBU)调查。结果农村组初中生父亲情感温暖与理解(49.13±10.14)、惩罚与严厉(18.46±6.08)及拒绝与否认(9.43±3.15)因子分低于城市组(51.78±11.53、20.86±6.54、10.52±3.81),而母亲情感温暖与理解(52.18±11.19)、过分干涉与保护(36.14±6.48)因子分均低于城市组(54.03±10.21、37.92±7.52),差异均有统计学意义(P<0.05或P<0.01),男生的父亲惩罚严厉(19.83±7.15)及拒绝否认(10.37±3.47)均显著高于女生(17.28±4.72,8.62±2.60)(F=8.132,P<0.01;F=11.30,P<0.01);女生的父亲情感温暖与理解(50.38±9.87)显著高于男生(47.68±10.29)(F=4.303,P<0.05)。独生组的父亲、母亲情感温暖与理解(51.20±9.70、55.32±10.23)显著高于非独生组(48.62±10.20、51.39±11.31)(F=4.121,P<0.05;F=6.003,P<0.05),非独生组的父亲、母亲惩罚严厉(18.86±6.28、14.03±4.79)显著高于独生组(16.82±4.94、12.62±3.71)(F=10.686,P<0.01;F=5.195,P<0.05)。相关分析显示拒绝与否认、过分干涉、惩罚与严厉和情感温暖与理解之间呈负相关(r=-0.184^-0.364,P<0.01)。结论本市农村初中生父母教养方式与城市初中生存在明显缺陷,为过少的情感温暖与理解,父母教养方式一致性差;且在学生性别和独生子女上,教养方式存在明显差别。

Objective To study characteristics of education mode and its correlate factors among parents of middle school students in rural areas. Methods Among two rural middle schools of Wenling,256 students were selected by stratified cluster sampling. 185 students were selected from a middle school in urban district by convenience sampling. These samples were accepted EMBU questionnaire. Results The factor scores of affection warm（ 49. 13 ± 10. 14）,severity punishment（ 18. 46 ± 6. 08） and reject deny（ 9. 43 ± 3. 15） in rural middle school students were remarkably lower than that in urban students（ 51. 78 ± 11. 53,20. 86 ± 6. 54,10. 52 ± 3. 81,respectively）. And the factor scores of mother＇s affection warm（ 52. 18 ± 11. 19）,over intervention and protect（ 36. 14 ± 6. 48） were lower than that in urban group（ 54. 03 ±10. 21,37. 92 ± 7. 52）,the difference was statistically significant（ P〈0. 05 or P〈0. 01）. The factor scores of father severity punishment（ 19. 83 ± 7. 15） and reject deny（ 10. 37 ± 3. 47） in male students were remarkably higher than that in female students（ 17. 28 ± 4. 72,8. 62 ± 2. 60,F = 8. 132,P〈0. 01; F = 11. 30,P〈0. 01）. The score of father＇s affection warm in female group（ 50. 38 ± 9. 87） was remarkably higher than that in male students（ 47. 68 ± 10. 29,F = 4. 303,P〈0. 05）. The factor scores of parent＇s affection warm（ 51. 20 ± 9. 70,55. 32 ± 10. 23） in only child group were remarkably higher than that in non-only child group（ 48. 62 ± 10. 20,51. 39 ± 11. 31; F = 4. 121,P〈0. 05; F = 6. 003,P〈0. 05）. The score of parent＇s severity punishment in non-only child group（ 18. 86 ± 6. 28,14. 03 ± 4. 79） was remarkably higher than that in only child group（ 16. 82 ± 4. 94,12. 62 ± 3. 71; F = 10. 686,P〈0. 01; F = 5. 195,P〈0. 05）. Correlative analysis showed that the score of affection warm was negatively correlated with severity punishment,over intervention and reject deny（ r =- 0. 184 ^- 0. 364,P〈0. 01）. Conclusion EMBU have obvious defects at lacking affection warm among rural middle school students in Wenling. EMBU is lack of conformity and existed significant differences in student＇s gender.