心理学进展  >> Vol. 3 No. 2 (March 2013)

亲子沟通、自尊与初中生焦虑的关系
The Relationship between Parent-Child Communication, Self-Esteem and Anxiety among Junior School Students

DOI: 10.12677/AP.2013.32015, PDF, HTML, XML,  被引量 下载: 2,998  浏览: 7,291 

作者: 张 斌*:宝安中学初中部;唐 辉*, 卢 宁*:深圳大学应用心理学研究与咨询中心

关键词: 初中生焦虑亲子沟通自尊Junior Middle School; Anxiety; Parent-Child Communication of Students; Self-Esteem

摘要: 从深圳市某初级中学选取750名初一、初二学生施测《焦虑自评量表》、《自尊量表》、《亲子沟通量表》,以探讨亲子沟通、自尊与初中生焦虑的关系。结果发现:1) 男生的开放性亲子沟通得分高于女生,而在问题性亲子沟通上不存在显著性差异;独生子女与非独生子女的开放性和问题性亲子沟通得分均不存在显著性差异;2) 开放性沟通与自尊呈显著正相关,与焦虑呈显著负相关;问题性沟通与自尊呈显著负相关,与焦虑呈显著正相关;3) 自尊和问题性亲子沟通能显著预测初中生的焦虑水平,两个变量能解释总变异量的30.5%,其中问题性亲子沟通只能解释总变异量的6.3%4) 自尊在亲子沟通与焦虑之间关系中起中介作用,其中自尊在开放性亲子沟通与焦虑之间发挥完全中介作用,在问题性亲子沟通与焦虑之间发挥不完全中介作用。
Abstract: To explore the relationship between parent-child communication, self-esteem and anxiety among junior school students, a test about self-rating anxiety scale. Self-esteem scale was made among 750 junior one and two students in Shenzhen. From the research, we get the results: 1) The scores of boys’ open parent-child communication is higher than girls, but there was no significant difference in parent-child communication problems; and the significant difference does not exist between open communication and problem of parent-child of only child and non-only child; 2) It shows positive relationship between open communication and self-esteem, and a negative relationship with anxiety; there is a negative relationship between self-esteem and communication of problems, and a positive relationship with anxiety; 3) Self-esteem and communication in problems of parent-child could significantly predict the level of anxiety of junior middle school students, the two variables can explain the total variance of 30.5%, the problem of communication between parents and children can only explain 6.3% of total variance; 4) Self-esteem plays an intermediary role in the relationship between parent-child communication and anxiety, play a mediating effect between self-esteem and communication in open parent-child and anxiety among them, don’t play intermediary role between parents and children to communicate with anxiety problems.

文章引用: 张斌, 唐辉, 卢宁 (2013). 亲子沟通、自尊与初中生焦虑的关系. 心理学进展, 3(2), 95-99. http://dx.doi.org/10.12677/AP.2013.32015

参考文献

[1] 毕玉, 王建平, 杨智辉, 王玉龙(2007). 行为抑制与父母教养方式对青少年焦虑的影响. 中国临床心理学杂志, 3期, 273-274.
[2] 陈姜, 张德甫, 吴敏等(2000). 中学生焦虑情绪调查. 中国校医, 4期, 257-258.
[3] 房超, 方晓义(2003). 父母–青少年亲子沟通的研究. 心理科学进展, 1期, 65-72.
[4] 方晓义, 戴丽琼, 房超, 邓林园(2006). 亲子沟通问题与青少年社会适应的关系. 心理发展与教育, 3期, 47-52.
[5] 李焰, 张世彤, 王极盛(2002). 中学生特质焦虑与其影响因素的模型建构. 心理学报, 3期, 289-294.
[6] 林崇德(1995). 发展心理学. 北京: 人民教育出版社, 244-281.
[7] 林笑微, 王军等(2007). 初中学生的焦虑与其生活事件的相关研究.四川精神医学, 1期, 6-7.
[8] 刘贤臣, 刘连启, 杨杰(1997). 生活事件、应对方式与青少年焦虑的相关性研究. 山东医科大学学报, 4期, 306-309.
[9] 刘贤臣, 孙良民, 唐茂芹等(1994). 2462名青少年焦虑自评量表测查结果分析. 中国心理卫生杂志, 33期, 202-203.
[10] 王芳芳(1994). 焦虑自评量表在中学生中的测试. 中国学校卫生, 3期, 202-203.
[11] 王极盛, 丁新华(2003). 中学生焦虑与其相关影响因素的综合研究.中国临床心理学杂志, 3期, 164-165.
[12] 王树青, 张文新, 陈会昌(2006). 中学生自我同一性的发展与父母教养方式、亲子沟通的关系. 心理与行为研究, 2期, 126-132.
[13] 汪向东, 王希林, 马弘(1999). 心理卫生评定量表手册(增订版). 北京: 中国心理卫生杂志社.
[14] 王争艳, 雷雳, 刘红云(2004). 亲子沟通对青少年社会适应的影响:兼及普通学校和工读学校的比较. 心理科学, 5期, 1056-1059.
[15] 孙志凤(2001). 高中生自尊研究. 苏州大学硕士论文, 苏州.
[16] 田录梅(2004). 自尊对失败后不良情绪反应的缓冲效应研究. 东北师范大学硕士毕业论文, 长春.
[17] 田录梅(2006). Rosenberg自尊量表中文版的美中不足. 心理学探新, 2期, 88-91.
[18] 田录梅, 李双(2005). 自尊概念辨析. 心理学探新, 2期, 26-29.
[19] 杨晓莉, 邹泓(2005). 青少年亲子沟通的研究. 心理与行为研究, 1期, 39-43.
[20] 张向葵, 田录梅(2005). 自尊对失败后抑郁、焦虑反应的缓冲效应.心理学报, 2期, 240-245.
[21] Brown, J. D. (1998). The self. Boston: McGraw-Hill.
[22] Cheng, H. (2003). Adrian furnhaml personality, self-esteem, and demo- graphic predictions of happiness and depression. Personality and Individual Differences, 34, 211-228.
[23] Sandy, J., Bijstra, J., Oostra, L., & Bosma, H. (1998). Adolescents’ perceptions of communication with parents relative to specific aspects of relationships with parents and personal development. Journal of Adolescence, 21, 306-322.
[24] Stivers, A. (1998). Parent-adolescent communication and its relationship to adolescent depression and suicide proneness. Adolescence, 23, 291-295.
[25] William, L. (2001). Interpersonal influence in family system: A social relations model analysis. Child Development, 72, 1179-1197.