情感温暖型家庭教养方式对初中生亲社会行为的影响：自尊的中介作用

Affective Warm Family Rearing Style on Prosocial Behavior of Junior Middle School Students: The Mediation Effect of Self-Esteem

摘要: 为探讨情感温暖型家庭教养方式对初中学生亲社会行为的影响，本研究采用整体施测、整群取样的方法，选取了龚艺华编制的家庭教养方式量表的情感温暖型分量表，寇彧修订的亲社会行为量表、罗森伯格编制的自尊量表对临沂市某普通初中300名初中生进行问卷调查，所得到的结果如下：初中学生的自尊水平的性别差异显著，男生比女生大。自尊和亲社会行为的年级差异显著，初中一年级比二年级和三年级学生大。初中学生情感温暖型家庭教养方式、自尊心和亲社会行为之间两两呈显著呈正相关。结论如下：情感温暖型家庭教养方式对于亲社会行为的影响作用有两个途径：一是直接影响，二是通过中介变量自尊影响。

Abstract: Effects of affective warm family rearing style on professional social behavior in junior middle school students, this study used the overall administration and whole group sampling method to select the emotional warm subscale of the Family Parenting Style Scale compiled by Gong Yihua, the Adolescent Pro-Social Tendency Scale revised by Kou Yu, and the Self-Esteem Scale compiled by Rosenberg to conduct a questionnaire survey on 300 junior high school students in an ordinary junior high school in Linyi City, and the results obtained were .The results were as follows: There was a difference in self-esteem among junior high school students, with boys being larger than girls. In the first year of junior high school, there was a significant difference in self-esteem and prosocial behavior than in grade 2 and 3 years. There was a significant positive correlation between the childrearing style, the self-esteem and the social behavior of parents. The conclusions are as follows: there are two ways for affective warm family rearing style to affect prosocial behavior: direct influence and intermediary influence through self-esteem.