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赵丽丽张野 《潍坊教育学院学报》2023,(5):78-84
为探讨父母粗暴养育对大学生网络攻击行为的影响及其作用机制。选取469名大学生为被试,采用父母粗暴养育问卷、网络攻击行为量表、反刍思维量表及正念注意觉知量表进行测试。结果表明:(1)父母粗暴养育显著正向预测网络攻击行为;(2)反刍思维在父母粗暴养育和网络攻击行为之间起部分中介作用;(3)特质正念正向调节中介路径的前半段。 相似文献
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父母教养方式组合对大学生攻击行为的影响 总被引：1，自引：0，他引：1
目的:探讨不同的父母教养方式组合对大学生攻击行为的影响.方法:采用攻击行为问卷、父母教养方式量表对416名大学生施测.结果:父亲教养方式与母亲教养方式存在密切关系;大学生的攻击行为与父母教养方式存在显著相关;不同的父母教养方式组合对攻击行为存在不同的影响.结论:不同父母教养方式组合模式和大学生的攻击行为具有重要的关系. 相似文献
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衡书鹏 《信阳师范学院学报(哲学社会科学版)》2014,(5):24-28
通过对237名儿童及其父母、老师的问卷调查,考察了父母情绪教导、情绪表达与儿童情绪调节能力和攻击行为的关系。结果表明:(1)父母情绪教导对儿童攻击行为起抑制作用,而父母的情绪觉察和情绪接受对儿童攻击行为影响不明显;(2)父母消极情绪表达对儿童攻击行为有正向预测作用,而父母积极情绪表达对儿童攻击行为的预测作用不显著;(3)儿童情绪调节能力在父母情绪表达、情绪教导与儿童攻击行为之间具有中介作用,即父母情绪表达、情绪教导通过儿童情绪调节能力对儿童攻击行为产生影响。 相似文献
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《赣南师范学院学报》2022,(1):135-140
采用羞怯量表、简式父母教养方式问卷、青少年生活事件量表、领悟社会支持量表对522名初中生进行测量,考察父母教养方式、生活事件、领悟社会支持与羞怯的关系,并探讨生活事件、领悟社会支持是否在父母教养方式与初中生羞怯之间起中介作用。结果发现：(1)父母教养方式、羞怯、生活事件、领悟社会支持之间两两相关显著;(2)父母教养方式可以显著预测初中生的羞怯水平,即积极的父母教养方式能直接负向预测初中生羞怯水平,消极父母教养方式能正向预测初中生羞怯水平;(3)生活事件和领悟社会支持在父母(消极和积极)教养方式与羞怯间起部分中介作用。 相似文献
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罗贵明 《山西财经大学学报(高等教育版)》2007,10(3):73-76
通过问卷法对江西省某大学的大学生进行调查,综合考察父母教养方式、自尊水平对大学生攻击行为的影响,发现:(1)大学生的父母教养方式存在不同程度的差异;(2)自尊水平存在性别和城镇与乡村差异;(3)总攻击行为存在性别差异;(4)大学生的父母教养方式、自尊水平、攻击之间密切相关。通过父亲惩罚、父亲拒绝、父亲偏爱、母亲拒绝四个因子和自尊水平可以预测大学生的攻击行为。 相似文献
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李雄鹰李陈桂文翰李元琴孙瑾 《少年儿童研究》2022,(11):60-70
研究采用问卷法对兰州市5所中学1282名学生家长进行调查,考察非适应性完美主义、教养压力、应对方式和父母心理控制之间的关系。结果表明:在控制性别后,非适应性完美主义对父母心理控制具有正向预测作用;教养压力在非适应性完美主义与父母心理控制之间起部分中介作用;应对方式在非适应性完美主义对教养压力的影响中起调节作用,应对方式越积极,非适应性完美主义对教养压力的正向预测作用越弱,应对方式越消极,非适应性完美主义对教养压力的正向预测作用越强。 相似文献
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张玉强 《廊坊师范学院学报(自然科学版)》2013,13(3)
采用分层抽样法抽取合肥市高校在读大学生进行调查,试图探讨父母教养方式对大学生锻炼态度的影响.运用回归分析法进行研究,结果显示,大学生锻炼行为与父母消极教养方式具有较高一致性;行为认知、行为意向等认知类因子与父母积极教养方式有显著相关,行为态度、目标态度等态度类因子与消极教养方式有显著相关;母情感温暖对大学生锻炼态度存在直接效应;父情感温暖、父惩罚、父母过分干涉、父过度保护、父母偏爱对大学生锻炼态度存在间接影响. 相似文献
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杨宇 《中小学心理健康教育》2021,(4)
为探讨初中生父母教养方式对心理适应的影响机制,考察同伴关系在两者关系中的中介作用以及感知校园氛围的调节作用,采用简式父母教养方式问卷、青少年心理适应性量表、特拉华州校园氛围调查量表、同伴关系问卷对1486名初中生进行问卷调查。结果表明:(1)积极父母教养方式对心理适应有显著正向预测作用,消极父母教养方式对心理适应有显著负向预测作用。(2)同伴关系在父母教养方式与心理适应之间起中介作用。(3)积极父母教养方式对心理适应的直接效应受到感知校园氛围的调节。结论:积极父母教养方式对初中生心理适应有促进作用,且感知校园氛围水平越高,影响越显著。家长要及时了解孩子对校园氛围的看法,若孩子感知的校园氛围水平较低,则家长需要将更多精力放到改善教养方式,促进其同伴关系,从而促进其心理适应能力。 相似文献
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As the negative outcomes of harsh parenting for child development have been gradually revealed, researchers become increasingly interested in the mechanisms through which harsh parenting affects child development. This study aimed to explore the mediating role of child moral disengagement and the moderating role of negative parental attribution in the relation of harsh parenting to child aggression. A sample of 397 Chinese adolescents aged from 12 to 16 years (227 boys and 170 girls, Mage = 13.98) with their parents were recruited as participants from two public schools situated in rural areas of Shandong province in China. Data were gathered from parents reporting on their harsh parenting and negative parental attribution, adolescents reporting on their moral disengagement, and peers nominating out aggressive children. Results indicated that harsh parenting was both directly and indirectly associated with adolescent aggression via adolescent moral disengagement. Negative parental attribution was found to moderate the indirect relation of harsh parenting to adolescent aggression via moral disengagement. Specifically, harsh parenting was only significantly associated with moral disengagement for adolescents with high levels of moral disengagement was more likely to induce aggression among adolescents with high levels of negative parental attribution (bsimple = of harsh parenting to adolescent aggression, adolescent moral disengagement could mediate the association between harsh parenting and aggressive behaviors for adolescents with high levels of negative parental attribution. 相似文献
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为了探讨友谊质量在师生关系与农村儿童道德敏感性之间的中介作用,采用问卷法对870名农村儿童的道德敏感性、师生关系和友谊质量进行调查。结果发现:(1)农村儿童的道德敏感性中,规范敏感性最高,责任敏感性最低;同时双亲打工留守儿童的人际敏感性显著低于单亲打工留守儿童。(2)师生关系中的亲密性、支持性、满意度以及儿童的友谊质量均能正向预测农村儿童的道德敏感性,冲突性则负向预测道德敏感性。(3)友谊质量在师生关系与道德敏感性的关系中发挥部分中介作用,师生关系不仅对农村儿童的道德敏感性发展有直接影响,而且还通过友谊质量间接作用于儿童的道德敏感性。 相似文献
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邢燕雷 《商丘职业技术学院学报》2012,(1):29-30
父母教养方式作为儿童发展中最重要的背景因素如何影响与塑造儿童的行为方式一直是儿童发展心理学研究的重点。文章选取了中国内陆843名初中儿童（12．66±1．34）为被试,考察了不同的教养方式与不同亚类型攻击的关系。结果显示,儿童反应性主动性攻击行为受不同类型的教养方式的影响方式显著不同。权威型的教养方式下儿童无论是反应性攻击还足主动性攻击都显著低于其他三种不利的教养方式;而三种不利的教养方式在反应性攻击上没有显著差异,但在主动性攻击上差异显著。 相似文献
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Constantinos M. Kokkinos Ioanna Voulgaridou Marianna Mandrali Chrysoula Parousidou 《Psychology in the schools》2016,53(3):253-269
The aim of this study was to investigate possible interactive links between theory of mind (ToM), moral disengagement and relational aggression, using a moderated mediation analysis, with gender as a moderator, in a sample of 120 Greek preadolescents. Results indicated that relational aggression was significantly positively associated with moral disengagement and negatively with ToM. Moderated mediation analyses indicated that boys with deficient ToM were more likely to morally disengage from their actions which in turn resulted in relational aggression, while poor ToM was directly linked to relational aggression only for preadolescent girls. Moral disengagement had a direct effect on relational aggression only for boys, while ToM was found to partially mediate the relationship between moral disengagement and relational aggression only for girls. The results emphasize that the co‐morbid effects of socio‐cognitive factors should be taken into consideration when relational aggression is explored. 相似文献
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In the present study, we tested the mediating role of moral disengagement in the effect of childhood maltreatment on bullying and defending. We also examined whether the mediating effect of moral disengagement differed between girls and boys, early and middle adolescents, as well as only and non-only children. Five hundred and fifty-two Chinese adolescents participated in this study. The results indicated that the prevalence rates of physical abuse, physical neglect, emotional abuse, and emotional neglect were 4.0%, 40.0%, 10.5%, and 27.9%, respectively. Path analysis showed that moral disengagement partially mediated the relation between childhood maltreatment and bullying, but did not mediate the relation between childhood maltreatment and defending. Moreover, multi-group analyses indicated that no significant path in the final model differed by gender. However, early adolescents exposed to high levels of childhood maltreatment were more likely to engage in bullying and less likely to engage in defending than middle adolescents, and early adolescents with high levels of moral disengagement were more likely to engage in bullying than middle adolescents. Compared to non-only children, only children exposed to high levels of childhood maltreatment were more likely to score higher on moral disengagement and less likely to engage in defending. 相似文献
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We examined the moderating effect of guilt on the associations between moral disengagement and bullying, defending and outsider behaviors in a sample of 404 students (203 boys; Mage = 11.09 years; SD = 1.48). Bullying, defending and outsider behavior were assessed through peer nominations, whereas guilt and moral disengagement were assessed by self-reports. Results showed that moral disengagement was associated with high levels of bullying and low levels of defending. Guilt was negatively associated with bullying and positively with defending. A moderating effect for guilt was also found: increasing levels of moral disengagement contributed to more bullying and outsider behavior, and to less defending, among students with low levels of guilt. The current research broadens the extant literature, showing the combined effects of guilt and moral disengagement on bullying-related behaviors. 相似文献
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Bullying is the most common form of interpersonal violence facing youth in schools, and recent school-based intervention efforts have shown only limited success in reducing such behavior. Accordingly, this article considers the utility of Albert Bandura's theory of moral disengagement in understanding bullying behavior among children and youth. Originally developed to explain how adults are able to engage in extreme forms of aggression without apparent self-condemnation, we review research examining the links between moral disengagement and peer bullying and aggression in children and adolescents, documenting significant associations between the ability to disengage from moral self-sanctions and aggressive behavior (including bullying). Given these links, we consider the implications of these findings for educational practice. 相似文献
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为考察大学生择业效能感与其认知灵活性的关系,采用问卷调查的方法,对785名一至四年级的大学生进行调研。研究表明,大学期间参与任何一种社会实践的学生,其择业效能感高于无相关经验的学生;对于女生择业效能感的研究显示,文科专业的女大学生其总体得分要高于理科专业的女大学生;关于择业效能感与认知灵活性是否对个体应对方式产生影响的研究表明,二者与问题解决、求助呈显著正相关,与自责、幻想、退避、合理化呈显著负相关,并且应对方式在择业效能感与认知灵活性之间起部分中介作用。 相似文献
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Stability and change of moral disengagement were examined in a sample of 366 adolescents from ages 14 to 20 years. Four developmental trajectories were identified: (a) nondisengaged group that started with initially low levels followed by an important decline, (b) normative group that started with initially moderate levels followed by a decline, (c) later desister group that started with initially high-medium levels followed by an increase from 14 to 16 years and an even steeper decline from 16 to 20 years, and (d) chronic group that started with and maintained medium-high levels. The results attest that adolescents who maintained higher levels of moral disengagement were more likely to show frequent aggressive and violent acts in late adolescence. 相似文献