父母教养方式与农村初中生学业延迟满足关系的研究

A Study on the Relationship between Parenting Styles and Academic Delay in Rural Junior High School Students

为探讨父母教养方式与学业延迟满足能力的关系,采用《父母教养方式评价量表(EMBU)》和《中学生学业延迟满足问卷(ADOGS)》对张掖市甘州区某中心学校初中部的185名学生进行调查研究,结果表明:(1)母亲过分干涉、过分保护和拒绝、否认维度在性别上存在显著差异;父母教养方式的拒绝、否认和惩罚、严厉维度在不同年级上均存在显著差异;父亲教养方式的惩罚、严厉维度和拒绝、否认维度在父亲文化程度上均存在显著差异;母亲偏爱维度在母亲文化程度上存在显著性差异;父母教养方式的各维度在父母职业上均不存在显著差异。(2)农村初中生学业延迟满足能力在性别和年级上均存在显著差异,且初二是学业延迟满足能力发展的一个转折点;在父母文化程度和父母职业上均不存在显著差异;(3)农村初中生父母教养方式与学业延迟满足之间有着紧密联系,积极的教养方式与学业延迟满足呈正相关,消极的教养方式与学业延迟满足呈负相关。本文还从学生、父母、教师、学校四方面提出提高学生学业延迟满足的建议。

To probe into the relationship between parental rearing styles and ADOG（Academic Delay of Gratification）,the authors use two questionnaires,the EMBU（Egna Minnen Barndoms Uppfostran） and ADOG to make a survey of 185 junior students of a Center School in Ganzhou District,Zhangye City,from which the authors draw some conclusions： on the one hand,there exists striking discrepancy within several aspects as follows,maternal over-interference,over-protection and the refusal-denial,junior students accepting stern punishment,objection,and mother ＇s preference for children because of her level of education,while there is no dramatic difference in parental rearing styles considering parents＇ careers; on the other hand,there is a great gap of the ADOG for the rural middle school students with different gender and grade,and the second-year in junior school is a turning point for the development of ADOG,there is no significant difference in parents＇ level of education and career,moreover,there exists a close relationship between parental rearing styles and ADOG for rural middle school students,which means good rearing styles are positively correlated with ADOG and vice versa. This paper also puts forward four suggestions on improving students＇ ADOG from students,parents,teachers and schools.