父母教养方式与小学生社会情感能力的关系 ——师生关系的中介作用和小学生性别的调节作用
文献类型：学位论文
| 作者 | 姚璇 |
| 答辩日期 | 2024-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 李晶 |
| 关键词 | 父母教养方式 社会情感能力 师生关系 性别 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The Relationship Between Parenting Styles and Social Emotional Competency in Elementary School Students: The Mediating Role of Teacher-Student Relationships and the Moderating Role of Student Gender |
| 中文摘要 | The development of social emotional ability has an important impact on individual mental health and growth, and is a topic that many scholars and educators pay close attention to. Different parenting styles shape children's character, values and behavior patterns, which in turn affect children's social-emotional ability development. A good teacher-student relationship helps children establish self-confidence and positive attitude, which is conducive to the development of their social emotional ability. At the same time, previous studies have shown that gender differences may affect the parenting style adopted by parents, the establishment of teacher-student relationship, and the social emotional development of individuals. This study explores the relationship among different parenting styles, intimacy and support in teacher-student relationship, pupils' socio-emotional ability and gender differences, in order to provide scientific academic support for specific home-school co-parenting work. The research objects are students from grade 3 to Grade 6, their parents and teachers. Through qualitative analysis of 21 interview questionnaires and quantitative analysis of 325 questionnaire data, the relationship between these four groups is explored at multiple levels. In the first study, the research method of interview survey was adopted. Through telephone interview and online conference, 7 subjects were interviewed with parents, teachers and students respectively. The narration and opinions of the subjects were collected to ensure that the topics and dimensions involved in the research were covered. Nvivo 12 software was used to encode and analyze the interview contents, and themes and patterns were extracted according to the method of grounded theory. The influence of parenting style and teacher-student relationship on pupils' social emotion level is analyzed qualitatively. The internal and external factors affecting the development of social emotion ability of primary school students are analyzed systematically. However, the qualitative interview samples were limited, so the second study further carried out quantitative research through questionnaire survey, using three questionnaires, "Chinese students' Social-emotional Ability Questionnaire", "Simplified Parenting Style Questionnaire" and "teacher-student Relationship Scale", mainly exploring three questions: 1. The influence of parenting style on pupils' social affective ability; 2. Explore the mediating effect of teacher-student relationship between parenting style and pupils' social emotional ability development; 3. Does the gender of primary school students play a regulating role in the parental rearing style, teacher-student relationship and the social emotional development of primary school students? Through the above research, the following results are obtained: The results show that rejecting and overprotective parenting style and distant and unsupportive teacher-student relationship have negative effects on pupils' social emotional development, while warm parenting style and close and supportive teacher-student relationship are on the contrary. At the same time, harmonious home-school co-parenting can also promote students' social emotional development. The results of study 2 show that: (1) Parents' parenting style and teacher-student relationship have significant predictive effects on pupils' social-emotional ability. Through regression analysis, this study found that rejective, warm and overprotective parenting styles and teacher-student relationship had significant predictive effects on pupils' social-emotional development level. Specifically, teacher-student relationship and warm parenting style have a positive predictive effect on the level of social emotional development of primary school students, while rejection parenting style and overprotection parenting style have a negative predictive effect. The gender difference of primary school students is also different in these three variables: girls have significantly higher scores on social-emotional ability, warm parenting style and teacher-student relationship, while boys have significantly higher scores on rejective and overprotective parenting style. (2) The teacher-student relationship plays a partial mediating role between the parenting style and the social emotional ability of pupils. Rejecting and overprotective parenting style will destroy teacher-student relationship, and then indirectly aggravate the negative impact on pupils' social emotional ability. Warm parenting style can improve the quality of teacher-student relationship and promote the development of pupils' social emotional ability. (3) The gender of pupils plays a regulating role in the parenting style, pupils' social emotional ability and teacher-student relationship. Boys are more susceptible to rejection parenting and show stronger sensitivity in the mediating pathway of teacher-student relationship. Boys are more likely than girls to be negatively affected by overprotective parenting styles. The improvement of social emotional ability and teacher-student relationship of girls are more likely to be positively influenced by warm parenting style than that of boys. This study draws the following conclusions: Rejecting and overprotective parenting styles directly have a negative impact on children's social-emotional development, and significantly predict the quality of teacher-student relationship, and then negatively affect children's social-emotional ability, while warm parenting styles have the opposite effect. The complex regulating effect of gender on parental rearing style, social emotional development and teacher-student relationship of primary school students: In the rejected and overprotective parenting style, the teacher-student relationship and social emotional ability development of male students are more likely to be negatively affected; In warm parenting style, girls are more likely than boys to improve their social emotional ability and build better teacher-student relationship. This study deeply reveals the impact of parental rearing styles on pupils' social-emotional ability, and finds that parental rearing styles can predict teacher-student relationship and thus the development of students' social-emotional ability, which reinforces the importance of home-school co-parenting. At the same time, it pays attention to the uniqueness of children's social-emotional ability cultivation under gender differences, which can also provide personalized education in a more in-depth and targeted way. This paper provides theoretical reference and practical instruction for guiding parents to adjust the way of raising children. |
| 英文摘要 | 社会情感能力的发展对于个体的心理健康和成长具有重要的影响，是当前众多学者和教育工作者高度关注的话题。父母不同的教养方式塑造了孩子的性格、价值观和行为模式，进而影响孩子的社会情感能力发展。良好的师生关系有助于孩子建立自信、积极向上的心态，有利于他们社会情感能力的发展。同时，已有研究表明，性别差异可能影响父母所采用的教养方式、师生关系的建立、以及个体的社会情感发展。本研究更具体深入地探讨不同的父母教养方式、师生关系中的亲密性和支持性、小学生的社会情感能力以及学生性别差异这四者之间的关系，以期为具体的家校共育工作提供科学的学术支持。研究对象为小学三年级至六年级的学生及其父母、老师，通过 21 份访谈问卷的质性分析和 325 份问卷数据的量化分析，多层次地探讨这四者之间的关系。 研究一采用访谈调查的研究方法，通过电话访谈和线上会议，与被试父母、 教师、学生各 7 人进行访谈，收集被试的讲述和观点，确保覆盖研究涉及的主题和维度，使用 Nvivo 12 软件对访谈内容进行编码和分析，根据扎根理论的方法提炼出主题和模式，对父母教养方式与师生关系对小学生社会情感水平的影响进行质性分析。初步系统分析影响小学生社会情感能力发展的内外在因素。但质性访谈样本较为有限，故研究二进一步通过问卷调查进行量化研究，采用《中国学生社会情感能力问卷》《简式父母教养方式问卷》《师生关系量表》三份问卷，主要探究三个问题：1. 父母教养方式对小学生社会情感能力的影响；2. 探究师 生关系在父母教养方式与小学生社会情感能力发展之间的中介效应；3. 小学生性别是否在父母教养方式、师生关系之间与小学生社会情感发展之间起到调节作用。通过以上研究，得出以下结果： 研究一结果显示：拒绝型、过度保护型的父母教养方式和疏远、缺乏支持性的师生关系对小学生社会情感的发展有消极的影响，而温暖型教养方式和亲密的支持性的师生关系则相反。同时，和谐的家校共育也能促进学生的社会情感发展。 研究二结果显示： （1）父母的教养方式和师生关系都对小学生的社会情感能力有显著的预测 作用。本研究通过回归分析发现，拒绝型、温暖型及过度保护型父母教养方式、师生关系对小学生的社会情感发展水平都具有显著的预测作用。具体来说，师生关系和温暖型教养方式对小学生社会情感发展水平有正向预测作用，而拒绝型教养方式和过度保型教养方式则有负向预测作用。 小学生性别差异在这三个变量上也有不同体现：女生在社会情感能力、温暖型父母教养方式以及师生关系上的得分显著高于男生，而男生在拒绝型和过度保护型父母教养方式上的得分则显著高于女生。 （2）师生关系在父母教养方式与小学生社会情感能力之间起到部分中介作 用。拒绝型、过度保护型父母教养方式会破坏师生关系，进而间接加剧对小学生社会情感能力的负面影响。而温暖型父母教养方式会提高师生关系的质量，进而 促进小学生社会情感能力的发展。 （3）小学生性别在父母教养方式、小学生社会情感能力、师生关系中起到 了调节作用。在拒绝型教养方式下，男生更易受到影响，并在师生关系的中介路径中表现出更强的敏感性。与女生相比，男生更可能受到过度保护型教养方式的负面影响。女生的社会情感能力提升与师生关系比男生更容易得到温暖型教养方式的正向影响。 本研究得出以下结论：拒绝型、过度保护型父母教养方式直接对孩子的社会情感发展产生负向影响，并显著负向预测师生关系的质量，进而负向影响孩子的社会情感能力，而温暖型父母教养方式则相反。小学生性别在父母教养方式与小学生社会情感发展及师生关系中的复杂调节作用：在拒绝和过度保护型父母教养方式中，男生的师生关系和社会情感能力发展更加容易受到其负面影响；在温暖型父母教养方式中，女生比男生更容易提升社会情感能力和构建更好的师生关系。 本研究深入揭示了父母教养方式对小学生社会情感能力的影响，发现父母教养方式会预测师生关系，进而预测学生社会情感能力的发展，这点强化了家校共育的重要性，同时关注到性别差异下儿童的社会情感能力培养的独特性，也能更深入地有针对性地提供个性化的教育，为指导父母调整养育子女方式给出了理论参考和实操指导。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/48273]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 姚璇. 父母教养方式与小学生社会情感能力的关系 ——师生关系的中介作用和小学生性别的调节作用[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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