高校父母陪读过程中亲子互动特征的质性研究

A Qualitative Research on Parent-Child Interactions during Parent-Accompany Learning in Universities

国内相关研究普遍认为大学生父母陪读弊大于利,但各种原因的高校父母陪读现象仍然客观存在。文章通过聚焦陪读过程中亲子互动特征,以探讨支持高校父母陪读的合理性和可能的干预方案。依据诠释现象学方法,应用半结构式访谈收集资料并进行分析、整理、归纳、提炼主题。高校父母陪读有一定的合理性。这一过程中的亲子互动特征包含主动接近与抗拒回避、对孩子期待的调整、针对学习的"控制—反控制"冲突、情感连接与支持独立并重等4个主题,其中情感连接与支持独立并重主题下又包含5个亚主题。高校父母陪读也可以是父母重塑亲子互动的一个机会,利于共同促进亲子关系的修复与转变,并最终以成功分离—个体化为目标。

Most relevant domestic researches show that parent-accompany learning in universities is more harmful than beneficial,but the phenomenon still exists out of different reasons.This thesis focuses on the parent-child interactions during parent-accompany learning to explore the rationality of it and the possible interventional methods.By Interpretative Phenomenological Analysis,applying semi-structured interview,the research collects data and analyzes,organizes,inducts and refines the themes.There is rationality in parent-accompany learning in universities.There are four themes in the parent-child interactions:initiative proximity and avoidance,the adjustment of expectation on children,the conflict of"control and anti-control"on learning,emphasis on emotional connection and support of independence.The theme of connectivity and differentiation includes 5 sub-themes.Parent-accompany learning in universities is an opportunity to reconstruct parent-child interactions,which is beneficial for the repair and transformation of parent-child relation,and finally takes successful separation-individualization as the goal.