Dynamics of parenting styles of adolescent students from the perspective of intergenerational conflict
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摘要:
目的 从代际差异视角探讨1999—2019年青春期学生的父母教养方式变化特点和趋势，为改善家庭教育支持环境、促进青少年高质量发展助力。 方法 运用多阶段分层整群随机抽样方法，采用父母教养方式评价量表(EMBU)于1999、2009和2019年在同一地区且同一初、高中对2 590名学生进行问卷调查。 结果 父母教养方式的9个因子在不同年份间差异均有统计学意义(F=12.07~72.52，P值均 < 0.01)，其中父母情感温暖理解(F1、M1)、父亲过分干涉(F3)随年份变化均值递减(F1:46.72±9.41，45.87±11.33，43.61±11.27；M1：51.56±9.38，51.03±11.59，46.23±12.27；F3：19.03±4.00，18.29±4.32，17.95±4.51)，其他教养方式得分均为2019年高于2009和1999年(除母亲过分干涉、保护和母亲惩罚、严厉外)。性别上，父母家庭教养方式(除女生父亲拒绝、否认因子外)存在年份差异，性别总体变化趋势与总人群趋势相同。在初高中学生中，父母教养方式在年份间差异均有统计学意义(F=3.92~47.27，P值均 < 0.05)，无论初中还是高中，F1和F3因子变化趋势与总体的递减趋势相同。因素分析结果显示，3个年份均将父母教养方式分成2个维度，但不同年份的因子载荷不同。 结论 不同年代青春期学生对父母情感温暖理解的体验及父亲过分干涉行为在减少，且存在明显的性别与学段差异。应注重需求的多样化与群体差异化，提出相应的干预方案，切实促进青少年高质量发展。 Abstract:Objective To explore dynamics of parenting styles of adolescents from 1999 to 2019 from the perspective of intergenerational conflict, to provide support for family education and adolescent healthy development. Methods Using a multistage stratified cluster random sampling method, the unified questionnaire was administered to 2 590 students in the same sampling junior and senior high schools in 1999, 2009, and 2019 using the Egna Minnen av Barndoms Uppfostran-own memories of parental rearing practices in childhood(EMBU). Results Overall there were differences in the nine factors of parenting styles across generations (F=12.07-72.52, P < 0.01), with decreasing ratings of warmth and understanding of father and mother (F1, M1), over-interference of father (F3) over generations(F1:46.72±9.41, 45.87±11.33, 43.61±11.27; M1:51.56±9.38, 51.03±11.59, 46.23±12.27; F3:19.03±4.00, 18.29±4.32, 17.95±4.51), and all other parenting styles rated higher in 2019 than in 2009 and 1999(except for the over-protection and over-interference of mother, and punishment, firm control of mother). Parenting styles across generations (except for the rejection and denial of father among girls) showed gender difference.The overall gender trend coincided with the total population trend. Parenting styles across generations varied significantly among middle and high school students(F=3.92-47.27, P < 0.05), changes in F1 and F3 factors coincided with the overall decreasing trend. Factor analysis showed that parenting styles could be classified into two dimensions, with varied factor loading across generation. Conclusion Intergenerational decreases in parental emotional warmth and paternal interfering are observed in a sex- and grade-specific manner. Based on the diversity of needs and population differentiation, optimal intervention for comprehensive health development of adolescents are in great need to keep pace with the times and promoting the high-quality development of adolescents -
Key words:
- Education /
- Intergenerational relations /
- Puberty /
- Analysis of variance /
- Students
1) 利益冲突声明 所有作者声明无利益冲突。2) 辛宇琦与周建秋为并列第一作者。 -
表 1 1999—2019年13~17岁学生父母教养方式各因子得分比较(x±s)
Table 1. Comparison of parenting style scores for each factor for students aged 13 to 17 from 1999 to 2019(x±s)
年份 人数 F1 F2 F3 F5 F6 M1 M2 M3 M4 1999 852 46.72±9.41 15.74±4.41 19.03±4.00 8.62±2.43 9.95±2.47 51.56±9.38 35.21±6.87 12.67±3.83 13.50±3.28 2009 822 45.87±11.33 15.12±5.23a 18.29±4.32a 8.13±2.55a 9.43±2.69a 51.03±11.59 32.03±7.49a 11.91±4.02a 11.59±3.85a 2019 916 43.61±11.27ab 17.00±5.89ab 17.95±4.51a 8.74±2.99b 11.05±3.30ab 46.23±12.27ab 32.74±8.32a 12.89±4.88b 13.07±5.06b F值 19.92 29.34 14.27 12.23 72.52 60.81 40.02 12.07 47.68 P值 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 注：a与1999年数据比较，P < 0.05；b与2009年比较，P < 0.05。 
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表 2 不同性别学生1999—2019年父母教养方式各因子得分比较(x±s)
Table 2. Comparison of parenting styles scores for each factor for students by gender from 1999 to 2019(x±s)
性别 年份 人数 F1 F2 F3 F5 F6 M1 M2 M3 M4 男 1999 452 46.32±9.23 16.47±5.00 19.36±3.77 8.99±2.62 10.22±2.50 50.88±9.15 36.05±6.99 12.87±3.88 13.78±3.57 2009 339 44.89±10.62 15.81±5.81 18.47±4.29a 8.33±2.59a 9.42±2.72a 49.57±11.00 32.28±7.26a 11.84±3.90a 11.86±4.17a 2019 424 43.25±11.16a 17.90±6.10ab 18.25±4.80a 9.25±3.24b 11.30±3.40ab 45.35±12.38ab 32.80±8.77a 13.16±5.07b 13.49±5.26b F值 9.51 13.89 8.06 10.09 40.10 29.95 28.71 9.26 20.22 P值 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 女 1999 400 47.18±9.59 14.92±3.46 18.65±4.22 8.21±2.13 9.64±2.40 52.32±9.60 34.26±6.62 12.45±3.78 13.18±2.89 2009 483 46.55±11.76 14.64±4.73 18.17±4.35 7.99±2.51 9.44±2.67 52.04±11.88 31.86±7.65a 11.97±4.10 11.40±3.61a 2019 492 43.91±11.35ab 16.24±5.59ab 17.69±4.23a 8.29±2.69 10.84±3.24ab 46.99±12.14ab 32.69±7.92a 12.66±4.70b 12.70±4.86b F值 11.39 15.41 5.57 1.96 34.13 32.57 11.27 3.40 24.58 P值 < 0.01 < 0.01 < 0.01 0.16 < 0.01 < 0.01 < 0.01 0.03 < 0.01 注：a与1999年数据比较，P < 0.05；b与2009年比较，P < 0.05。
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表 3 不同学段学生1999—2019年父母教养方式各因子得分比较(x±s)
Table 3. Comparison of parenting style scores for each factor for students across grades from 1999 to 2019(x±s)
学段 年份 人数 F1 F2 F3 F5 F6 M1 M2 M3 M4 初中 1999 388 45.54±9.53 16.23±4.78 18.89±4.16 8.57±2.29 10.00±2.58 50.76±9.69 35.18±6.87 12.59±3.77 13.55±3.30 2009 364 43.98±11.27 14.97±5.33a 17.83±4.44a 8.07±2.47a 9.06±2.75a 48.40±11.68a 31.34±7.88a 11.86±4.09 11.75±4.12a 2019 450 41.34±10.98ab 17.80±5.69ab 17.52±4.37a 8.84±2.87b 11.02±3.40ab 43.37±12.03ab 31.54±8.29a 13.20±5.02b 13.91±5.35b F值 16.67 28.98 11.15 9.14 44.64 47.27 30.06 9.51 25.56 P值 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 < 0.01 高中 1999 464 47.72±9.19 15.33±4.03 19.14±3.86 8.67±2.54 9.91±2.38 52.22±9.08 35.23±6.89 12.74±3.89 13.46±3.27 2009 458 47.40±11.15 15.25±5.15 18.67±4.19 8.18±2.61a 9.74±2.61 53.15±11.07 32.59±7.12a 11.96±3.97a 11.46±3.63a 2019 466 45.79±11.11a 16.24±5.98ab 18.36±4.60a 8.64±3.11b 11.08±3.25ab 48.99±11.88ab 33.90±8.19ab 12.59±4.73 12.25±4.63ab F值 4.43 5.35 3.92 4.44 31.94 18.96 14.31 4.36 30.43 P值 0.01 < 0.01 0.02 0.01 < 0.01 < 0.01 < 0.01 0.01 < 0.01 注：a与1999年数据比较，P < 0.05；b与2009年比较，P < 0.05。
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表 4 不同年份父母教养方式因子载荷
Table 4. Factor loadings for each parenting style in different years
因素 1999年(n=852) 2009年(n=822) 2019年(n=916) 维度1 维度2 维度1 维度2 维度1 维度2 F1 0.89 0.91 0.90 F2 0.64 0.79 0.83 F3 0.68 0.65 0.66 F5 0.74 0.79 0.81 F6 0.66 0.62 0.63 M1 0.88 0.82 0.89 M2 0.76 0.72 0.62 M3 0.72 0.79 0.83 M4 0.64 0.78 0.81
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