贵州地区高中生父母期望知觉与学校适应的关系研究——人格特质的调节作用

A Study of the Relationship between Perceived Parental Expectations and School Adjustment among Senior High School Students of Guizhou District:The Moderating Role of Personality Traits

主要探究贵州地区高中生知觉到的父母期望与学校适应的关系,以及人格特质的调节作用。使用父母期望知觉问卷、贵州地区高中生学校适应问卷、中学生人格五因素问卷,对贵州地区2,575名高中生开展调研。结果:除情绪性人格以外,人格的其他四个维度及父母期望知觉对学校适应的主效应及交互效应均显著,人格特质得分越高,父母期望知觉越能显著预测学校适应;在各低水平组中,父母期望知觉并不能显著预测学校适应;人格的其他四个维度在父母期望知觉与学校适应之间起调节作用。

To understand the relationship between high school students'perceived parental expectations and school adjustment and the moderating mechanisms of personality traits,a study was conducted on 2575 students in a high school in Guizhou using the Parental Expectancy Perception Questionnaire,the School Adjustment Questionnaire for senior high school students,and the Five Factors of Personality Questionnaire for Secondary School Students.The results found that,except for emotional personality,the main and interaction effects of the other four personality dimensions and parental expectancy perception on school adjustment were significant,and the higher these personality traits were,the more parental expectancy perception significantly predicted school adjustment,while in each of their low-level groups,parental expectancy perception did not significantly predict school adjustment.This suggests that four dimensions of personality other than emotional personality traits moderate the relationship between perceptions of parental expectations and school adjustment.