中国和马来西亚青少年依恋的比较

发布时间：2018-06-10 14:01

本文选题：青少年 + 依恋　；参考：《浙江大学》2005年硕士论文

【摘要】：对中国大陆青少年、马来西亚华人青少年和马来西亚马来青少年的父子依恋、母子依恋、同伴依恋及师生依恋进行了比较,并探讨了这四种青少年依恋间的内在联系及其与学校归属感的关系,还对在不同文化中使用的测量工具的心理测量学指标进行了考察。被试包括713名中国大陆青少年、666名马来西亚华人青少年和315名马来西亚马来青少年,年龄介于13至18岁。1694名青少年完成了父母依恋问卷、同伴依恋问卷、师生依恋问卷和学校归属感问卷。探索性因素分析结果表明,父母与同伴依恋问卷抽取出三个因素,即沟通、信任、疏离;师生依恋问卷抽取出两个因素,即帮助与接纳、拒绝;学校归属感问卷只抽取出一个因素。所有问卷的信度和效度指标皆符合心理测量学的要求。以结构方程模型分析方法对父子依恋、母子依恋、同伴依恋、师生依恋和学校归属感之间的关系进行检验。结果表明,亲子依恋通过师生依恋对学校归属感产生影响;师生依恋对学校归属感有直接的影响作用,是亲子依恋影响学校归属感的中介变量;相对父子依恋、母子依恋及同伴依恋而言,师生依恋是学校归属感主要和直接的影响力量。跨文化研究结果显示,依恋的内部工作模型存在跨文化一致性,青少年的同伴依恋和师生依恋跟亲子依恋相联系。各文化下的青少年依恋存在不同的年龄特点,15岁是马来西亚华人青少年和马来青少年的依恋随着年龄变化的一个转折点;中国大陆青少年依恋的年龄变化则有两个转折点:14岁和17岁,分别是沟通和信任的低谷及疏离的高峰。不同文化中的男女青少年与同伴的依恋都显得比成人更加密切;而在同伴依恋上,女生的得分均显著高于男生。此外,马来西亚华人青少年在父子依恋、母子依恋、同伴依恋和师生依恋上的得分都显著低于马来青少年和中国大陆青少年;而中国大陆青少年在母子依恋上的得分显著低于马来青少年,说明社会文化对青少年依恋有所影响。对三组青少年进一步访谈的结果发现,马来西亚华人青少年在父子沟通和母子沟通频率上较其他两者低、与班主任的沟通频率低于马来青少年,说明不同社会文化中成长的青少年依恋的差异可能与沟通有关。
[Abstract]:This paper compares the father-son attachment, mother-to-child attachment, peer attachment, and teacher-student attachment among young people in mainland China, Malaysian Chinese and Malaysian Malay. The relationship between the four types of attachment and the sense of belonging in school is also discussed. The psychometric indicators of the measurement tools used in different cultures were also examined. The subjects included 713 young people from mainland China, 666 Malaysian Chinese teenagers and 315 Malaysian Malay teenagers. Between 13 and 18 years old, 1694 adolescents completed parent attachment questionnaire, peer attachment questionnaire, teacher-student attachment questionnaire and school attachment questionnaire. The result of exploratory factor analysis shows that the parents and peers' attachment questionnaire extracts three factors: communication, trust and alienation, and teacher-student attachment questionnaire extracts two factors, that is, help and acceptance, rejection; There is only one factor in the school sense of belonging questionnaire. The reliability and validity of all questionnaires met the requirements of psychometrics. The relationship between parent-son attachment, mother-son attachment, peer attachment, teacher-student attachment and school belonging was tested by structural equation model analysis. The results show that parent-child attachment affects school sense of belonging through teacher-student attachment, teacher-student attachment has direct effect on school sense of belonging, and parent-child attachment affects school sense of belonging through parent-child attachment. In terms of maternal and child attachment and peer attachment, teacher and student attachment is the main and direct influence force of school belonging. The results of cross-cultural research show that the internal work model of attachment has cross-cultural consistency. Adolescent peer attachment and teacher-student attachment are associated with parent-child attachment. There are different age characteristics of adolescent attachment in different cultures. 15 years old is a turning point of Chinese and Malay youth attachment in Malaysia with the change of age. There are two turning points: 14 years old and 17 years old, which are the low point of communication and trust and the peak of alienation. Boys and girls in different cultures were more closely attached to their peers than adults, while girls scored significantly higher than boys in terms of peer attachment. In addition, the scores of Chinese adolescents in Malaysia on the attachment of father and son, mother-son attachment, peer attachment and teacher-student attachment were significantly lower than those of Malay teenagers and mainland Chinese adolescents. The scores of mother-child attachment in mainland China are significantly lower than those in Malay, indicating that social culture has an impact on adolescent attachment. The results of further interviews with the three groups of teenagers showed that the frequency of communication between father and son and mother-son communication among Malaysian Chinese teenagers was lower than that of the other two groups, and the frequency of communication with the head teacher was lower than that with the Malay youth. It suggests that the differences in attachment between young people growing up in different cultures may be related to communication.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2005
【分类号】：B844.2

【引证文献】