民族地区中学生家庭教养方式对情绪智力发展影响的研究

发布时间：2018-06-12 01:40

  本文选题：中学生 + 民族　； 参考：《青海师范大学》2011年硕士论文

【摘要】：本文以青海省及云南省少数民族地区和汉文化地区的244名中学生为被试,采用情绪智力量表(EIS)和家庭教养方式问卷(EMBU)为测量工具,测评其情绪智力和父母养育方式状况,探讨中学生情绪智力与家庭教养方式之间的关系。结果显示: 1、中学生情绪智力在性别因素上无显著差异;在民族维度上,汉族被试情绪智力得分高于少数民族被试且具有非常显著的差异;在家庭结构方式上,非独生子女被试在情绪智力上得分均低于独生子女且具有非常显著的差异;在父母文化程度上,父母都是大学以上的被试得分较高,两两检验后都表明都有显著的差异。 2、中学生家庭教养方式在性别因素上女性被试在父亲因子Ⅴ和母亲因子Ⅰ上得分高于男性被试,其余各因子得分低于男性被试,检验表明除母亲因子Ⅱ上有显著差异外,其余各因子均无显著差异;在民族维度上,汉族中学生各项因子得分均高于少数民族被试,且具有非常显著的差异;在家庭结构方式上,非独身子女的家庭教养方式得分均低于独生子女的得分,且除了父亲因子Ⅰ上独生子女和非独生子女无显著差异外,其余各因子均有显著的差异;在父母文化程度上,父母大学以上文化程度的得分较初中以上大学以下的,以及初中以下的得分都要高,且都均有非常显著的差异。 3、家庭教养方式中父亲各因子与母亲各因子都与情绪智力及各维度上存在非常显著的中等程度的相关,其中除父亲因子Ⅳ和母亲因子Ⅴ这两项是非常显著的负相关外,其余各因子都是呈现非常显著的正向相关。 4、父亲因子Ⅵ、Ⅳ、Ⅰ、Ⅴ以及母亲因子Ⅰ、Ⅳ这6项因子对情绪智力有主效应。其对情绪智力的变异量的解释分别为27%、39.5%、43.9%、50.1%、53.3%和54.5%。家庭教养方式主要通过F6、F4、F1、F5、M1和M4这6个因子对情绪智力进行影响。
[Abstract]:In this paper, 244 middle school students from minority areas and Han culture areas in Qinghai Province and Yunnan Province were tested with emotional Intelligence scale (EIS) and Family rearing style questionnaire (EMBU) to assess their emotional intelligence and parental rearing style. To explore the relationship between emotional intelligence and family rearing style of middle school students. The results showed that: 1, the emotional intelligence of middle school students had no significant difference in gender factors; in the national dimension, the scores of emotional intelligence of Han nationality subjects were higher than those of minority nationality subjects, and there were significant differences in family structure. The scores of non-only children in emotional intelligence were lower than those of only children, and there were significant differences between them, and the students whose parents were above university had higher scores in terms of their parents' education level. After the pairwise test, there were significant differences. 2. The female subjects scored higher on the father factor 鈪，

本文编号：2007676