父母教养方式、情绪调节能力与高中生学业成绩的关系研究

Research on the Relationship between Parental Style, Emotion Regulation Ability and Academic Achievement of High School Students

摘要: 目的：探讨父母教养方式、情绪调节能力与高中生学业成绩的关系。方法：采用青少年情绪调节能力问卷和父母教养方式评价量表(EMBU)，并收集最近一次期中成绩对365名高中生进行调查。结果：父母消极教养方式存在年级差异，父母教养方式及情绪调节能力上存在显著的性别差异；母亲教养方式更多影响着高中生情绪调节能力；情绪知觉影响着语文、数学、英语及总成绩的水平，其中母亲拒绝、否认和情绪知觉能力共同影响总成绩的水平。结论：父母积极的教养方式有助于培养高中生拥有更好的情绪调节能力，更好的情绪知觉能力可以促进高中生学业的发展。

Abstract: Objective: To investigate the correlation between parental rearing styles, adolescents’ ability to regulate emotions, and their academic performance in high school. Method: Utilizing a questionnaire on adolescent emotion regulation and the Parental Rearing Styles Evaluation Scale (EMBU), data were collected from a survey of 365 high school students, including their latest midterm grades. Results: Negative parental rearing styles exhibited significant grade-level variations, while notable gender differences were observed in both parental rearing styles and the ability to regulate emotions. The maternal rearing style had a more pronounced influence on the emotional regulation abilities of high school students. Emotional perception significantly affected performance in Chinese, mathematics, English, and overall academic scores, with maternal rejection, denial, and emotional perception abilities jointly influencing the level of overall academic performance. Conclusion: A positive approach to parental rearing is instrumental in fostering improved emotion regulation skills among high school students, and enhanced emotional perception abilities are likely to facilitate academic progress.