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1.
国外现代亲子关系理论观点回顾   总被引:3,自引:0,他引:3  
一、鲍姆林德关于父母教养方式的研究父母教养方式是家庭内外影响儿童青少年发展的众多因素的重要中介。美国心理学家鲍姆林德(D.Baumrind)对父母的教养方式进行了系统的研究,并提出了自己的理论观点。她以“父母控制”为中心维度,以构建的方式建立了评价父母教育方式的体系。受社会学习理论、生态学和家庭系统理论的影响,鲍姆林德认为亲子交往是一个互动的过程,即在父母行为影响儿童青少年发展的  相似文献   

2.
大学生主观幸福感与父母教养方式的关系研究   总被引:1,自引:0,他引:1  
主观幸福感专指评价者根据自定的标准对其个体生活质量的整体性评估,是衡量个体生活质量的重要心理指标,父母教养方式是父母的教养观念、教养行为及其对儿童的情感表现的一种组合方式,反映了亲子交往的实质。研究发现,教养方式因父母不同角色而对大学生的主观幸福感造成较大影响。  相似文献   

3.
青春期父母教育方式的调整与亲子关系   总被引:3,自引:0,他引:3  
父母的教育方式可分为教养类型和教养方式两大类,教养类型指教养风格、价值和态度取向,而教养方式则指父母具体的教养活动;父母的教养类型对子女的影响是间接的,而教养方式的影响却是直接的。不同的教养类型和教养方式与青少年行为有密切的关系。青春期亲子关系会发生微妙的变化,这一时期父母应在子女决策权、对子女的期望等方面作出调整,以便提高亲子教育水平。  相似文献   

4.
大学生边缘型人格障碍倾向与其父母教养方式的研究   总被引:1,自引:0,他引:1  
边缘型人格障碍(简称BPD)是目前精神医学界和临床心理学界都相当关注的一个课题,但对于BPD的父母教养方式的研究却很少。本研究以高校学生群体为研究对象,采用问卷调查的方法,通过对人格中边缘型的得分、其父母教养方式的调查,并应用SPSS统计分析,了解BPD的父母教养方式的特点、BPD的形成与父母教养方式中哪些因素有关、以及相互之间的关系。本论文分为理论综述、BPD与父母教养方式的实证研究、分析总结四大部分进行探讨,经过统计分析,得出以下结论:(1)父亲的情感温暖、理解对孩子的边缘型有显著影响;(2)父亲的过分干涉对孩子的边缘型有显著影响;(3)母亲的惩罚、严厉对孩子的边缘型有显著影响。  相似文献   

5.
父母教养方式是指父母教养态度、观念和行为以及非言语表达的综合.本研究采用问卷法调查了280名流动儿童,探讨其父母教养方式和父母权威性的现状,并提出相应的改善对策.结果表明,(1)流动儿童父母教养方式类型有忽视型、溺爱型、专制型和权威型四种,有66.7%的农民工教养方式不恰当.(2)流动儿童父母权威性有较高得分的人数占全体人数的46.2%,农民工在子女眼中父母权威性未达到理想水平,有待提高.(3)流动儿童父母权威型教养方式和父母权威性较高得分的比例随农民工文化程度的提高、流动时间的增长、亲子交谈频率的增多而加大;“同时随迁”的流动儿童中,其父母权威型教养方式和父母权威性较高得分均大于“随后随迁”的流动儿童.(4)农民工改变传统教育观念,增进亲子间的沟通,做到以身作则,为子女营造民主的家庭氛围,以此改进其教养方式,并在子女中树立较高的权威性,促进流动儿童健康发展.  相似文献   

6.
目的:探讨高职学生父母教养方式、时间管理倾向和心理健康这三者间的关系。方法:采用父母教养方式问卷(EMBU)、青少年时间管理倾向量表(ATMD)和症状自评量表(SCL-90),对612名甘肃高职学生进行调查研究。结果:(1)父亲情感温暖理解(F1)、惩罚严厉(F2)、母亲惩罚严厉(M2)、过分干涉保护(M5)四个变量对心理健康的预测作用显著,父亲过度保护(F5)、母亲情感温暖理解(M1)对心理健康的预测边缘显著;(2)时间监控观对心理健康的预测作用显著;(3)时间监控观在父亲惩罚严厉(F2)、过度保护(F5),母亲惩罚严厉(M2)、过度干涉保护(M5)对心理健康影响的中介作用显著。结论:时间监控观在父母教养方式与心理健康之间起到部分中介作用。  相似文献   

7.
金至妍 《考试周刊》2014,(17):194-195
本文研究了父母的教养方式、夫妻关系、亲子互动对幼儿情绪的影响。研究发现,民主权威型教养方式、良好的夫妻关系、父母对幼儿情绪认知的积极引导和对幼儿情绪的积极反应对幼儿的情绪具有积极影响,反之,幼儿在个体发展、社会适应中则会出现消极情绪。  相似文献   

8.
应用父母教养方式问卷和小学生行为问题问卷,调查了兰州市某小学94名学生及家长,对小学生行为问题与父母教养方式之间的关系进行了研究。研究发现:(1)当代父亲惩罚严厉,拒绝否认更多,过度保护减少;(2)当代母亲拒绝保护增加、惩罚严厉程度高于以前;(3)在男孩和女孩维度上社交能力明显提高;(4)积极的教养方式减少小学生的问题行为,而消极的教养方式则增加小学生的问题行为。  相似文献   

9.
临床心理治疗实践认为,父母教养方式影响个体性发展,同时个体性发展和生活事件之间存在相互影响关系。运用《汪卫东忆溯性人格发展量表》(WMPI)的个体性发展分量表、父母教养方式分量表、生活事件分量表对29省2450位25岁以上成人施测,结果表明:(1)父母教养方式和生活事件对个体性发展影响的非递归模型成立;(2)少年期父母教养方式对个体性发展影响更明显;(3)生活事件对个体性发展的影响大于个体性发展对生活事件应对的影响且为负向影响;(4)与综合人群相比,精神和心理疾病患者的性发展对个体生活事件应对没有影响。  相似文献   

10.
刁岩  宋立娜 《考试周刊》2015,(42):171-172
本研究为了探讨家庭教养方式与亲自沟通对流动青少年心理健康的影响,采用分层随机抽样的方法,以包头市三十六中204名初中生为研究对象,进行问卷调查。研究发现:父母积极的教养方式与心理健康呈显著负相关,消极的教养方式与心理健康呈显著正相关;亲子沟通与心理健康呈显著的负相关;亲子沟通的问题性对心理健康有显著的负向预测能力。  相似文献   

11.
Traditional theories of how children acquire values or standards of behavior have emphasized the importance of specific parenting techniques or styles and have acknowledged the importance of a responsive parent-child relationship, but they have failed to differentiate among forms of responsiveness, have stressed internalization of values as the desired outcome, and have limited their scope to a small set of parenting strategies or methods. This paper outlines new directions for research. It acknowledges the central importance of parents and argues for research that (1) demonstrates that parental understanding of a particular child's characteristics and situation rather than use of specific strategies or styles is the mark of effective parenting; (2) traces the differential impact of varieties of parent responsiveness; (3) assesses the conditions surrounding the fact that parents have goals other than internalization when socializing their children, and evaluates the impact of that fact; and (4) considers a wider range of parenting strategies.  相似文献   

12.
This article reviews the literature on the relationship among parenting practices, parenting styles, and adolescent school achievement. The review of the empirical research indicates that parental involvement and monitoring are robust predictors of adolescent achievement. Several studies, however, indicate that parental involvement declines in adolescence, prompting the call for future research on the reasons for and associated consequences of this decline. Furthermore, the review indicates that authoritative parenting styles are often associated with higher levels of student achievement, although these findings are not consistent across culture, ethnicity, and socioeconomic status. Darling and Steinbergs contextual model of parenting provides a promising model to help resolve these discrepancies, however, further research is needed to examine the major linkages of the model. It is also argued that the contextual model should expand its notion of context towards the larger cultural and economic context in which families reside.  相似文献   

13.
The goal of the present study was to investigate perceived similarities and differences in parenting styles between mothers and fathers in the same family. The 56 parents of 28 preschool children independently completed the parenting styles and dimensions questionnaire (PSDQ) [Robinson, C. C., Mandleco, B., Frost Olsen, S., & Hart, C. H. (2001). The parenting styles and dimensions questionnaire (PSDQ). In B. F. Perlmutter, J. Touliatos, & G. W. Holden (Eds.), Handbook of family measurement techniques. Vol. 2: Instruments and index (p. 190). Thousand Oaks, CA: Sage]. Results reveal only modest similarity in parenting styles used by two parents within the same home. Permissive (and to a lesser extent, authoritarian) parenting was somewhat positively associated across parents but no cross-informant association was found for authoritative parenting. Fathers perceive their spouses to be more authoritative, more permissive, and less authoritarian than themselves, whereas mothers only perceive themselves to be more authoritative than fathers. Parents who share similar parenting styles are more accurate at reporting on their spouses’ parenting styles than are parents with differing styles. Correspondence in parenting style across both parents in the home is important as are parental perceptions of similarity and differences in styles. Independent assessment of both mother's and father's parenting styles, and each parent's perception of their spouse's parenting appears needed in research and practical settings.  相似文献   

14.
Research on coparenting has grown over the past decade, supporting a view of coparenting as a central element of family life that influences parental adjustment, parenting, and child outcomes. This article introduces a multi-domain conception of coparenting that organizes existing research and paves the way for future research and intervention. This article advances a conceptualization of how coparenting domains influence parental adjustment, parenting, and child adjustment. An ecological model that outlines influences on coparenting relationships, as well as mediating and moderating pathways, is described. Areas of future research in the developmental course of coparenting relationships are noted.  相似文献   

15.
Research on coparenting has grown over the past decade, supporting a view of coparenting as a central element of family life that influences parental adjustment, parenting, and child outcomes. This article introduces a multi-domain conception of coparenting that organizes existing research and paves the way for future research and intervention. This article advances a conceptualization of how coparenting domains influence parental adjustment, parenting, and child adjustment. An ecological model that outlines influences on coparenting relationships, as well as mediating and moderating pathways, is described. Areas of future research in the developmental course of coparenting relationships are noted.  相似文献   

16.
The purpose of this study was to test a theoretical model that examined the extent to which cognitive readiness to parent, perceived difficult child temperament, observed parenting behaviors, and positive coping styles predicted parenting stress among young, low-income, first-time, African-American mothers. One hundred and twenty African-American, first-time mothers who applied to the Early Head Start program were selected to participate in this study. Results based on structural equation modeling indicated that: (1) observed positive parenting behaviors were negatively related to parenting stress; (2) difficult child temperament was positively related to parenting stress; (3) positive coping styles did not buffer the relationship between difficult child temperament and parenting stress; (4) difficult child temperament was not directly associated with observed parenting behaviors; (5) cognitive readiness to parent was only indirectly related to parenting stress; and (6) observed parenting behaviors mediated the link between cognitive readiness to parent and parenting stress. Future research directions and implications of these findings for professionals working with young mothers are discussed.  相似文献   

17.
Abstract

Parents of children with autism experience elevated stress that may be influenced by specific characteristics of the child and parent, including cultural norms and beliefs about parenting. However, there is little research on families of children with autism from cultural perspectives. The purpose of this integrative review is to identify factors influencing parenting stress in mothers of children with autism in Japan. A final sample of 15 primary research articles (2000–2015) on parenting stress in mothers of Japanese children with autism was selected using several databases. The findings suggested that these mothers experience much greater parenting stress than mothers of typically developing children and children with other disabilities. Japanese mothers also demonstrate stress related to attachment difficulties, low parenting efficacy and lack of support, reflecting Japanese parenting styles and gender ideology. Parent-directed and culturally calibrated interventions are needed to support parents of children with autism, especially cultural minority parents.  相似文献   

18.
采用大学生政治观问卷和父母养育方式评价量表对4所大学的556名大学生进行调查发现:(1)总体而言,当代大学生的政治观尚不够积极,尤其是政治满意度较低;(2)大学生政治观与父母养育方式存在显著相关,母亲的养育方式对大学生政治观的影响要明显大于父亲养育方式的影响;(3)回归分析和路径分析表明,母亲情感温暖的养育方式对大学生的政治观具有直接的预测效应,而惩罚严厉的养育方式既有直接预测效应也有间接预测效应。  相似文献   

19.
SYNOPSIS

Objective . Most parents manage some degree of parenting stress without serious concerns, but young mothers experience parenting stress at higher levels than adult mothers; high parenting stress is problematic due to its association with children’s socioemotional and behavior problems and the increased likelihood of maltreatment. Understanding the circumstances that precipitate or mitigate parents’ stress can have lasting impacts for child well-being. Extant research fails to account for both longitudinal and individual variation in young mothers’ parenting stress, leading to equivocal findings about the nature of mothers’ parenting stress trajectories across early childhood. Design . The present study used growth mixture modeling (GMM) to model the trajectories of 544 first-time young mothers’ parenting stress from children’s infancy to school-age. We considered how protective factors (i.e., social support) and psychological vulnerabilities (i.e., depression) experienced during the transition to parenthood were associated with parenting stress trajectories and variation within trajectories when children were of school-age. Results . GMM identified three trajectories of parenting stress: “low stable”, “high increasing”, and “high decreasing.” Protective factors were related to low and decreasing patterns of parenting stress, whereas psychological vulnerabilities were associated with higher parenting stress patterns. Conclusions . This study has implications for programs and services that help young mothers cope with the demands of parenting and reduce parenting stress.  相似文献   

20.
Abstract

This article reports on aspects of the pilot phase of a continuing study of pregnant and parenting young people and their movements in and out of school (and other educational) settings. It presents an overview of the methodological approach employed, data collected and readings of that data. The article draws on one specific case to identify how young people engage with school during this phase of their lives. This case represents one instance of how young people can see themselves becoming somebody in and around other identity work they engage in while pregnant and parenting at school. An insight into the dilemmas encountered in the interpretation of data and the construction of research accounts is provided through a window on researcher reflections and research team discussions.  相似文献   

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