高中生亲子沟通与主观幸福感的关系：集体自尊与个体自尊在链式中介作用

发布时间：2018-01-05 06:10

本文关键词：高中生亲子沟通与主观幸福感的关系：集体自尊与个体自尊在链式中介作用　出处：《天津师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：高中生正处于个体身心发展的关键期,其心理健康发展状况广泛受到关注。近年来主观幸福感逐渐成为青少年心理健康与积极发展的重要指标,而亲子沟通作为家庭因素影响个体的心理发展与社会适应。因此,本研究拟探讨高中生亲子沟通对主观幸福感的影响,并通过集体自尊与个体自尊的中介作用探讨亲子沟通对主观幸福感的影响机制。在文献综述部分,对相关理论和相关研究进行综述,主要梳理亲子沟通、主观幸福感、集体自尊、个体自尊以及各变量之间的相关关系,分析综合之后,提出论文的整体构想。采用《亲子沟通量表》、《集体自尊量表》、《自尊量表》、《青少年生活满意度量表》、《积极消极情感量表》,对天津两所中学的583名高中生进行施测,利用SPSS21.0和Amos21.0进行统计分析。研究结果:(1)高中生的亲子沟通、集体自尊、个体自尊、生活满意度、积极情感、消极情感均处于中等偏上水平。(2)高中生的亲子沟通在性别上存在显著差异;集体自尊、积极情感、消极情感在年级上存在显著差异;亲子沟通、个体自尊、集体自尊、生活满意度、消极情感在成绩排名自评、家庭月收入水平上存在显著差异;生活满意度和积极情感在是否独生子女上存在显著差异;生活满意度、个体自尊、集体自尊、积极情感和消极情感在性别上不存在显著差异;亲子沟通、个体自尊、生活满意度在年级上不存在显著差异;积极情感在性别、成绩排名自评、家庭月收入水平上不存在显著差异;亲子沟通、集体自尊、个体自尊和消极情感在独生子女上不存在显著差异。(3)高中生的亲子沟通、集体自尊、个体自尊、生活满意度、积极情感和消极情感两两之间存在显著正相关关系。(4)高中生的集体自尊和个体自尊在亲子沟通与主观幸福感之间起到链式中介作用。本研究得出如下结论:(1)高中生的亲子沟通能正向预测主观幸福感。(2)高中生的集体自尊和个体自尊是亲子沟通与主观幸福感之间的中介变量。(3)高中生的亲子沟通通过集体自尊和个体自尊的链式中介作用影响主观幸福感(即亲子沟通→集体自尊→个体自尊→主观幸福感)。
[Abstract]:High school students are in the critical period of individual physical and mental development, and their mental health development is widely concerned. In recent years, subjective well-being has gradually become an important indicator of adolescent mental health and positive development. As a family factor, parent-child communication affects individual psychological development and social adaptation. Therefore, this study intends to explore the impact of parent-child communication on subjective well-being of senior high school students. And through collective self-esteem and individual self-esteem intermediary role to explore the impact of parent-child communication on subjective well-being mechanism. In the literature review part, the relevant theories and related studies are reviewed, mainly combing parent-child communication. Subjective well-being, collective self-esteem, individual self-esteem and the correlation between the variables, after comprehensive analysis, put forward the overall concept of the paper, using the "Parent-Child Communication scale", "Collective Self-esteem scale". Self-esteem scale, Adolescent Life satisfaction scale, positive and negative emotion scale, 583 senior high school students in two middle schools in Tianjin were tested. Using SPSS21.0 and Amos21.0 to carry on the statistical analysis. The result of the study is: 1) Parent-child communication, collective self-esteem, individual self-esteem, life satisfaction, positive emotion of high school students. (2) there are significant differences in the gender of parent-child communication among senior high school students. There are significant differences in the grade of collective self-esteem, positive emotion and negative emotion. Parent-child communication, individual self-esteem, collective self-esteem, life satisfaction, negative emotion were significantly different in self-evaluation of achievement and monthly income level of family. There were significant differences between life satisfaction and positive emotion in whether the only child was the only child. There were no significant differences in life satisfaction, individual self-esteem, collective self-esteem, positive emotion and negative emotion. There was no significant difference in parent-child communication, individual self-esteem and life satisfaction. Positive emotion had no significant difference in gender, score ranking and monthly income level. There was no significant difference in parent-child communication, collective self-esteem, individual self-esteem and negative emotion between parents and children. (3) Parent-child communication, collective self-esteem, individual self-esteem and life satisfaction of high school students. There is a significant positive correlation between positive emotion and negative emotion. The collective self-esteem and individual self-esteem of high school students play an important role in the relationship between parent-child communication and subjective well-being. This study draws the following conclusion: 1) Parent-child communication in high school students can positively predict subjective well-being. High school students' collective self-esteem and individual self-esteem are the intermediate variables between parent-child communication and subjective well-being. Parent-child communication. 鈫扖ollective self-esteem. 鈫扞ndividual self-esteem. 鈫扴ubjective well-being.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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