Dynamics of parenting styles of adolescent students from the perspective of intergenerational conflict
-
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。 
下载: 导出CSV
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。
下载: 导出CSV
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。
下载: 导出CSV
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
下载: 导出CSV
-
[1] 李春玲. 代际社会学: 理解中国新生代价值观念和行为模式的独特视角[J]. 中国青年研究, 2020, 32(11): 36-42.LI C L. Intergenerational sociology: a unique perspective to understanding the values and behavioral patterns of China's new generation[J]. China Youth Stud, 2020, 32(11): 36-42. [2] 李宝丽. 青少年心理健康成长的家庭影响及促进对策[J]. 中国教育学刊, 2020, 41(S1): 12-13.LI B L. Family influences on adolescents' psychologically healthy growth and measures to promote them[J]. Chin J Educ, 2020, 41(S1): 12-13. [3] 章景丽, 陈瑞美, 陈秋, 等. 家庭因素与学龄前儿童情绪与行为问题的关联研究[J]. 中华疾病控制杂志, 2019, 23(2): 168-171.ZHANG J L, CHEN R M, CHEN Q, et al. Imapct of home environment on emotional and behavioral problems in preschool children[J]. Chin J Dis Control, 2019, 23(2): 168-171. [4] 董梦妍, 曾诗慧, 张玄玄, 等. 家庭教养方式与小学生人格发展的相关性[J]. 中国健康心理学杂志, 2020, 28(6): 900-905.DONG M Y, ZENG S H, ZHANG X X, et al. Correlation between family parenting style and personality development of elementary school students[J]. Chin J Health Psychol, 2020, 28(6): 900-905. [5] 教育部关于加强中小学心理健康教育的若干意见[A/OL]. (1999-08-13)[2022-04-01]. http://www.moe.gov.cn/s78/A17/twys_left/moe_943/moe_946/tnull_1133.html.Several opinions of the Ministry of Education of the PRC on strengthening mental health education in primary and secondary schools[A/OL]. (1999-08-13)[2022-04-01]. http://www.moe.gov.cn/s78/A17/twys_left/moe_943/moe_946/tnull_1133.html. [6] 教育部. 中小学心理健康教育指导纲要[A/OL]. (2002-09-10)[2022-04-01]. http://www.moe.gov.cn/s78/A06/jcys_left/moe_710/s3324/201001/t20100128_81969.html.Ministry of Education of the PRC. Guidelines for mental health education in primary and secondary schools[A/OL]. (2002-09-10)[2022-04-01]. http://www.moe.gov.cn/s78/A06/jcys_left/moe_710/s3324/201001/t20100128_81969.html. [7] 教育部. 中小学健康教育指导纲要[A/OL]. (2008-12-01)[2022-04-01]. http://www.moe.gov.cn/srcsite/A17/moe_943/moe_946/200812/t20081201_80266.html.Ministry of Education of the PRC. Guidelines for health education in primary and secondary schools[A/OL]. (2008-12-01)[2022-04-01]. http://www.moe.gov.cn/srcsite/A17/moe_943/moe_946/200812/t20081201_80266.html. [8] 教育部. 中小学心理辅导室建设指南[A/OL]. (2015-07-31)[2022-04-01]. http://www.moe.gov.cn/srcsite/A06/s3325/201508/t20150811_199328.html.Ministry of Education of the PRC. Guide for the construction of psychological counseling rooms in primary and secondary schools[A/OL]. (2015-07-31)[2022-04-01]. http://www.moe.gov.cn/srcsite/A06/s3325/201508/t20150811_199328.html. [9] 国家卫生健康委员会. 关于加强心理健康服务的指导意见[A/OL]. (2017-02-16)[2022-04-01]. http://www.moh.gov.cn/zhuz/tujie2/201702/9b8c19214d6e465ebed6062e0905d229.shtml.National Health Commission of the PRC. Guidance on strengthening mental health services[A/OL]. (2017-02-16)[2022-04-01]. http://www.moh.gov.cn/zhuz/tujie2/201702/9b8c19214d6e465ebed6062e0905d229.shtml. [10] 全国人民代表大会. 中华人民共和国家庭教育促进法[A/OL]. (2021-10-23)[2022-04-01]. http://www.npc.gov.cn/npc/c30834/202110/8d266f0320b74e17b02cd43722eeb413.shtml.The National People's Congress of the PRC. Child Discipline Law of the People's Republic of China[A/OL]. (2021-10-23)[2022-04-01]. http://www.npc.gov.cn/npc/c30834/202110/8d266f0320b74e17b02cd43722eeb413.shtml. [11] CHOROT P, VALIENTE R M, MAGAZ A M, et al. Perceived parental child rearing and attachment as predictors of anxiety and depressive disorder symptoms in children: the mediational role of attachment[J]. Psychiatry Res, 2017, 253(7): 287-295. [12] HOSOKAWA R, KATSURA T. Role of parenting style in children's behavioral problems through the transition from preschool to elementary school according to gender in Japan[J]. Int J Environ Res Public Health, 2018, 16(1): 21. [13] 魏亚美, 孙伟铭, 董香丽, 等. 非自杀性自伤行为青少年的家庭教养方式[J]. 国际精神病学杂志, 2021, 48(5): 793-794, 804.WEI Y M, SUN W M, DONG X L, et al. Family parenting stylesof adolescents with non-suicidal self-injurious behavior[J]. Int J Psychiatry, 2021, 48(5): 793-794, 804. [14] CDC. Global School-based Student Health Survey (GSHS)[EB/OL]. (2018-01-09)[2022-04-01]. https://www.cdc.gov/gshs/. [15] 马天钰. 沈阳市皇姑区热点学校对学区房价格影响研究[D]. 沈阳: 沈阳师范大学, 2020.MA T Y. Research on the impact of hot schools in Huanggu District of Shenyang on school district housing prices[D]. Shenyang: Shenyang Normal University, 2020. [16] 张作记. 行为医学量表手册[M]. 北京: 中华医学电子音像出版社, 2005: 444-446.ZHANG Z J. Handbook of behavioral medical scales[M]. Beijing: Chinese Medical Multimedia Press, 2005: 444-446. [17] CHEN E, BRODY G H, MILLER G E. Childhood close family relationships and health[J]. Am Psychol, 2017, 72(6): 555-566. [18] HINNANT J B, ERATH S A, SHIMIZU M, et al. Parenting, deviant peer affiliation, and externalizing behavior during adolescence: processes conditional on sympathetic nervous system reactivity[J]. J Child Psychol Psychiatry, 2019, 60(7): 793-802. [19] LI Y, WANG Y, REN Z, et al. The influence of environmental pressure on Internet use disorder in adolescents: the potential mediating role of cognitive function[J]. Addict Behav, 2020, 101(2): 105976. -
点击查看大图
表(4)
计量
- 文章访问数: 526
- HTML全文浏览量: 161
- PDF下载量: 28
- 被引次数: 0
