1、自我意識(shí)及父母教養(yǎng)方式與兒童社會(huì)退縮行為的關(guān)系胡宓,蔡太生*(中南大學(xué)湘雅二醫(yī)院心理中心,湖南長(zhǎng)沙410011【摘要】目的:探討兒童社會(huì)退縮行為的形成與兒童自我意識(shí)及父母養(yǎng)育方式之間的關(guān)系。方法:采用Achenbach 兒童行為量表(Achenbach s Child Behavior Checklist,CBCL、Piers -Harris 兒童自我意識(shí)量表(Children s Self-concept Scale ,PHCSS、父母教養(yǎng)方式評(píng)價(jià)問(wèn)卷對(duì)長(zhǎng)沙市五所小學(xué)四、五年級(jí)1209位學(xué)生測(cè)量并進(jìn)行統(tǒng)計(jì)分析。結(jié)果:經(jīng)過(guò)統(tǒng)計(jì)分析,退縮低分組在自我意識(shí)量表上各因子得分都明顯高于高分組,并且在父

2、母養(yǎng)育方式量表中,父母親的情感溫暖和理解因子得分也顯著高于高分組,而父母親的拒絕否認(rèn)和父母親的懲罰嚴(yán)厲因子得分卻顯著低于高分組。退縮行為與父母的情感溫暖和理解呈低度負(fù)相關(guān),與父母親拒絕否認(rèn)、父親懲罰嚴(yán)厲呈低度正相關(guān),與兒童自我意識(shí)量表中行為、智力與學(xué)校情況均呈中度負(fù)相關(guān),與軀體外貌、焦慮、合群以及幸福滿(mǎn)足呈低度負(fù)相關(guān)。結(jié)論:家庭教養(yǎng)方式和自我意識(shí)是社會(huì)退縮行為的影響因素之一。【關(guān)鍵詞】社會(huì)退縮行為;父母養(yǎng)育方式;自我意識(shí)中圖分類(lèi)號(hào):R395.6文獻(xiàn)標(biāo)識(shí)碼:A文章編號(hào):1005-3611(200803-0292-02The Influence of Parent Rearing Pattern

3、and Self Concept to SocialWithdrawal Behavior of SchoolchildHU Mi ,CAI Tai-shengClinical Psychological Research Center ,Second Xiangya Hospital ,Central South University ,Changsha 410011,China【Abstract 】Objective:To explore the influence of parent rearing pattern and self concept on social withdrawa

4、l behaviorof schoolchildren.Methods:1209students in primary school were assessed with Children s Self-concept Scale,EMBU and Child Behavior Checklist scale.Results:In upper scores group of social withdrawal,self concept scores were lower than those in lower scores group of social withdrawal,parental

5、 warm affection scores were lower and punishment denial and interferernce scores were higher than those in lower scores group of social withdrawal.Social withdrawal is obviously correlated with parental warm affection,negatively correlated with the factors of parent s rejection and punishment.And al

6、so negatively correlated with all factors in Children s self-concept Scale.Conclusion:Parent rearing pattern and self concept have a great influence on the social withdrawal behavior.【Key words 】Parent rearing pattern ;Self concept【基金項(xiàng)目】湖南省教育科學(xué)規(guī)劃課題(批準(zhǔn)號(hào)XJK06AXL003*研究生導(dǎo)師兒童社會(huì)退縮被看作是內(nèi)化性行為問(wèn)題,是兒童發(fā)展的危險(xiǎn)因素,如果

7、處理不當(dāng)則影響兒童社會(huì)化過(guò)程,使兒童長(zhǎng)期處于交往抑制狀態(tài),并影響到青春期及成年早期的行為問(wèn)題。兒童退縮行為的發(fā)現(xiàn)和干預(yù)對(duì)于兒童健康成長(zhǎng)有著重要的意義。早期研究者使用社會(huì)測(cè)量,認(rèn)為社會(huì)退縮是由于低水平的同伴接納或高水平的同伴拒絕。Rubin 等學(xué)者提出,社會(huì)退縮是獨(dú)自一人,不與他人交往的活動(dòng)1。綜合不同研究者提出的觀點(diǎn)將社會(huì)退縮行為定義為兒童在所有場(chǎng)合下的一貫獨(dú)處行為傾向。有研究表明,社會(huì)退縮行為的形成是受到多個(gè)因素的影響2,通常從內(nèi)外兩方面來(lái)討論。內(nèi)部因素主要為生理特點(diǎn),認(rèn)知模式,動(dòng)機(jī);外部因素主要包括家庭和同伴3。本研究從父母教養(yǎng)方式和自我意識(shí)兩個(gè)方面進(jìn)行分析,探討其對(duì)社會(huì)退縮行為的影響。1

8、對(duì)象與方法1.1對(duì)象以湖南省長(zhǎng)沙市5所小學(xué)學(xué)生為目標(biāo)人群,采取整群抽樣的方法,從這五所學(xué)校中抽取四,五年級(jí)全部班級(jí)學(xué)生,共抽取28個(gè)班級(jí)作為研究對(duì)象。回收問(wèn)卷1275人,剔除未完成問(wèn)卷后,有效問(wèn)卷1209份,有效率95%。其中男生615人,女生592人,獨(dú)生子女851人,非獨(dú)生子女358人,平均年齡10.27歲。1.2調(diào)查內(nèi)容和方法進(jìn)行測(cè)量。父母調(diào)查以家長(zhǎng)會(huì)的形式分班測(cè)量。長(zhǎng)用4:該量表用于測(cè)查416歲兒童的社會(huì)能力和行為問(wèn)題,由家長(zhǎng)根據(jù)孩子半年內(nèi)的情況作出分級(jí)評(píng)定。以CBCL 中社會(huì)退縮分量表分?jǐn)?shù)超過(guò)95百分位為異常標(biāo)準(zhǔn)篩選出社會(huì)退縮高分組。按照社會(huì)退縮高分組學(xué)生在各個(gè)學(xué)校人數(shù)的比例,從退縮

9、分量表得分為0分的學(xué)生中篩取社會(huì)退縮低分組。兒童自我意識(shí)量表5:主要用于評(píng)價(jià)兒童自我意識(shí)的狀況,分為六個(gè)分量表,即:行為、智力與學(xué)校情況、軀體外貌與屬性、焦慮、合群、幸福與滿(mǎn)足。父母教養(yǎng)方式評(píng)價(jià)量表6:分為11個(gè)分量表,即:F1父親情感溫暖,理解、F2父親懲罰嚴(yán)厲、F3父親過(guò)分干涉、F4父親偏愛(ài)被試、F5父親拒絕否認(rèn)、F6父親過(guò)渡保護(hù);M1母親情感溫暖,理解、M2母親過(guò)渡干涉,過(guò)渡保護(hù)、M3母親拒絕否認(rèn)、M4母親懲罰嚴(yán)厲、M5母親偏愛(ài)被試。1.3統(tǒng)計(jì)分析采用SPSS11.0進(jìn)行數(shù)據(jù)的統(tǒng)計(jì)分析。2結(jié)果共檢出社會(huì)退縮高分組80例,其中獨(dú)生子女52例(65%,非獨(dú)生子女28例(35%。低分組入選14

10、1例,獨(dú)生子女91例(64.5%,非獨(dú)生子女50例(35.5%。2.1退縮高低分組自我意識(shí)及父母養(yǎng)育方式比較低分組在自我意識(shí)量表上各因子得分都明顯高于高分組,并且在父母養(yǎng)育方式量表中,父母親的情感溫暖和理解因子得分也顯著高于高分組,而父母親的拒絕否認(rèn)和父母親的懲罰嚴(yán)厲因子得分顯著低于高分組。見(jiàn)表1。表1退縮高分與低分組自我意識(shí)及父母養(yǎng)育方式量表結(jié)果比較(xs注:*P0.052.2社會(huì)退縮行為與家庭養(yǎng)育方式和兒童自我意識(shí)的偏相關(guān)分析以獨(dú)生子女為控制變量,退縮行為與父母的情感溫暖和理解呈低度負(fù)相關(guān),與父母親拒絕否認(rèn)、父親懲罰嚴(yán)厲呈低度正相關(guān)。見(jiàn)表2。退縮行為與兒童自我意識(shí)量表中行為、智力學(xué)校均呈中

11、度負(fù)相關(guān),、軀體外貌與焦慮、合群以及幸福滿(mǎn)足呈低度負(fù)相關(guān)。見(jiàn)表3。獨(dú)生子女因素控制后數(shù)據(jù)無(wú)明顯變化。表3社會(huì)退縮與兒童自我意識(shí)量表相關(guān)分析2.3家庭教養(yǎng)方式與自我意識(shí)對(duì)社會(huì)退縮行為影響的多元回歸分析以社會(huì)退縮行為得分為因變量,以家庭教養(yǎng)方式與自我意識(shí)量表中各分量表得分為自變量,進(jìn)行多元回歸分析,結(jié)果發(fā)現(xiàn):獨(dú)生子女組中只有自我意識(shí)量表中的智力與學(xué)校情況進(jìn)入回歸方程;在非獨(dú)生子女組中自我意識(shí)量表中的智力與學(xué)校情況、軀體與外貌屬性以及父母教養(yǎng)方式問(wèn)卷中的母親情感溫暖與理解三個(gè)分量表進(jìn)入回歸方程,結(jié)果見(jiàn)表4。表4家庭教養(yǎng)方式與自我意識(shí)量表與社會(huì)退縮多元回歸結(jié)果3討論家庭教養(yǎng)方式指的是父母在撫養(yǎng)教育子女

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18、g.Common problems/proper solutions:Avoiding error in quantitative research.Beverly Hills,CA:Sage19Baron RM,Kenny DA.The moderator-mediator variable distinction in social psychological research:Conceptual, strategic,and statistical considerations.Journal of person-ality and Social psychology,1986,51:1173-1182(收稿日期:2007-10-09(上接第293頁(yè)縮,回避,交往不良等行為傾向7。我們的研究發(fā)現(xiàn),社會(huì)退縮高分組的孩子受到父母溫暖理解的教養(yǎng)方式顯著的少于退縮低分組;而受到父母拒絕,嚴(yán)厲懲罰等教養(yǎng)方式則明顯多于退縮低分組。這一