青少年的父母监控状况及其对社会适应的影响

摘要/Abstract

摘要： 以2324名中学生为被试,采用问卷法考察青少年的父母监控状况,并探讨了青少年的父母监控与社会适应、情绪性人格的关系。结果发现:(1)青少年的父母监控在年级和性别上存在显著差异:在父母对青少年的知晓度方面,女生显著高于男生;在父母对青少年的消极控制方面,男生显著高于女生;但在自主准予方面,性别差异不显著。且在父母监控的三维度上均呈现出年级越高得分越低的趋势。(2)青少年的父母监控可以分为民主型、控制型和放任型,它们在青少年群体中的比例分别是38%、30%和32%。(3)不同父母监控类型的青少年在社会适应八个维度上的差异均达到了极其显著的水平。(4)情绪性人格对父母监控与青少年消极适应的关系有显著的调节作用。

关键词: 父母监控, 社会适应, 情绪性人格, 青少年

Abstract: 2324 students participated in a study conducted to explore the current conditions of adolescents' parental monitoring and its effect on their social adjustment together with the moderate effect of Neuroticism.Parental Monitoring Questionnaires and Adolescents' Social Adjustment Assessment Questionnaires were used to measure the participants' current status of parental monitoring and their social adjustment.The results showed that:(1)Significant differences of parental monitoring were found between adolescents'of varied grades and different sexes.Parental knowledge about girls was significantly higher than parental knowledge about boys,there are significantly more negative feedbacks from boys than from girls; parental knowledge and autonomy granting of lower grades adolescents was significantly higher than that of higher grades adolescents.And negative feedback from participates of Grade 8 was significantly higher than those from Grade 10 and Grade 11.(2) The adolescents'parental monitoring could be categorized into 3 styles,namely democratic style,controlling style and Laissez-Faire style,the proportions of which were 38%,30% and 32% respectively.(3) The 3 styles differed significantly in all aspects of social adjustment.(4)Neuroticism served as a moderate variable in the relationship between parental monitoring and negative social adjustment.

Key words: Parental monitoring, Social adjustment, Neuroticism, Adolescent

中图分类号:

B844.2

张文娟, 邹泓, 李晓巍. 青少年的父母监控状况及其对社会适应的影响[J]. 心理发展与教育, 2011, 27(3): 267-273.

ZHANG Wen-juan, ZOU Hong, LI Xiao-wei. Current Status of Adolescents Parental Monitoring and its Effect on Their Social Adjustment[J]. Psychological Development and Education, 2011, 27(3): 267-273.

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