中学生父母教养方式、人格、价值观与社会责任心关系的研究
|
摘要
国外对社会责任心的研究兴起于20世纪50年代初,国外学者已对社会责任心的概念、结构及影响因素等问题做了一些研究,并开发出了一批社会责任心的测量工具。国内对此领域的研究还不太深入,仅停留在对社会责任心内涵的探索研究上,对于影响社会责任心的因素的研究很少见到。社会责任心是社会个体对社会公共生活中所承担责任的合理认知和评价,并体现在情感和行为之中的一种个性心理品质。公民的社会责任心水平是一个国家繁荣发展的重要保证,中学生作为未来社会的承担者和建设者,他们的社会责任心在一定程度上影响着一个国家的未来。探讨影响中学生社会责任心的因素,不仅可以丰富社会责任心理论,同时对培养中学生社会责任心具有重要的实践意义。
本研究采用问卷法,选取1030名中学生,对他们进行了父母教养方式、人格、价值观和社会责任心的调查,探讨了这几者之间的关系,结论如下:
1.中学生社会责任心、父母教养方式存在性别差异,女生社会责任心水平高于男生;男生父母教养方式在惩罚、严厉,过分干涉,拒绝、否认和过度保护上的得分都明显高于女生;
2 .中学生父母教养方式、人格、价值观、社会责任心存在家庭来源的差异。父母教养方式方面,农村父母的积极教养方式多一些,而旗县和城市父母的消极教养方式多一些;人格方面,农村中学生的意志、耐挫折和责任好于旗县和城市的中学生;价值观方面,农村学生比旗县和城市学生更加踏实,而旗县和城市的中学生则比农村的中学生更加功利和冷漠。社会责任心方面,农村来源的中学生社会责任心水平高于旗县和城市来源的学生;
3.不同职业的父母的教养方式存在显著差异,职业为农民的父母较之职业为工人、知识分子和干部的父母,积极的教养方式更多一些,父母给予子女的情感温暖和理解更多一些,而拒绝、否认和惩罚、严厉更少一些。
4.父母采取情感温暖、理解的教养方式不仅可以直接提高中学生的社会责任心水平,而且可以通过对人格中内、外倾、责任和独立等人格特征的影响来提高中学生社会责任心水平;父母采取拒绝否认的教养方式则不仅直接降低中学生的社会责任心水平,而且也会对内、外倾、责任和独立等人格特征产生不利的影响,进而降低中学生的社会责任心水平。
5.踏实型价值观不仅可以直接提高中学生的社会责任心水平,而且可以通过对人格中内、外倾、责任和独立等人格特征的影响来提高中学生社会责任心水平;冷漠型价值观则不仅直接降低中学生的社会责任心水平,而且也会对内、外倾、责任和独立等人格特征产生不利的影响,进而降低中学生的社会责任心水平。
The foreign researches on social responsibility have sprung up in the early 1950s, foreign researchers have studied the concept, structure and influencing factors of social responsibility, and developed some measuring questionnaires of social responsibility. While domestic researches are not mature, just staying at connotation exploratory discussion in social responsibility, the researches on the influential factors of social responsibility are rarely known.
Social responsibility is the reasonable cognition and evaluation of the responsibilities in the public lives for the social individuals, and it is an individuality psychological trait embodying in the sensibilities and behaviors. The level of civil social responsibility is an important guarantee for a country to develop and flourish. As the undertakers and constructors of the future society, the middle school students’social responsibility will directly affect the future of country. Therefore, the discussion of the influential factors in social responsibilities for the middle school students can not only enrich the social responsibility theory, but also have the important realistic meaning for their social responsibility education.
This research used the questionnaire,and selected 1030 middle school students as the subjects, and investigated them from the aspects of parenting style, personality, value and social responsibility, and probed the relationship between social responsibility and the parenting style, the personality and the value. The conclusion as follows:
1. Social responsibility and the parenting style of the middle school students have significant difference in gender. Female students are higher in social responsibility than the male students; while the male students’parenting style scores are obviously higher than the scores of female students in punishment, severity, over-interference, refusal, denial and over-protection.
2. Parenting style, personality, the social responsibility and value of the middle school students have the family origin difference. In the aspect of parenting style, the parents from rural areas use more positive parenting styles, while the parents from counties and cities use more negative parenting style. In personality, the will, frustration tolerance and responsibility of the rural students are better than the ones from counties and cities. In the aspect of the value, the rural students are surer than those from counties and cities, and urban students are more realistic and indifferent. In the aspect of Social responsibility, rural students are better than the ones from counties and cities.
3. The parenting styles of different vocational parents have the significant difference. Peasant parents have more positive parenting style than the intellectual parents and cadre parents, the peasant parents give their children more emotional warmth and understanding, and less refusal, denial and severity.
4. Parents using emotional warmth and understanding parenting styles can help middle school students improve social responsibility, they use some personality characteristics (inner tendency, outer tendency, responsibility and independence) to improve middle school students’responsibility level. Parents who use denial parenting style have bad effects on middle school students’responsibility level, which can decrease the middle school students’responsibility level.
5. The sureness value can not only improve middle school students’responsibility level but also affect personality characteristics (inner tendency, outer tendency, responsibility and independence) to improve middle school students’responsibility level. Indifferent value has bad effects on personality characteristics (inner tendency, outer tendency, responsibility and independence) and decrease middle school students’responsibility level.
本研究采用问卷法,选取1030名中学生,对他们进行了父母教养方式、人格、价值观和社会责任心的调查,探讨了这几者之间的关系,结论如下:
1.中学生社会责任心、父母教养方式存在性别差异,女生社会责任心水平高于男生;男生父母教养方式在惩罚、严厉,过分干涉,拒绝、否认和过度保护上的得分都明显高于女生;
2 .中学生父母教养方式、人格、价值观、社会责任心存在家庭来源的差异。父母教养方式方面,农村父母的积极教养方式多一些,而旗县和城市父母的消极教养方式多一些;人格方面,农村中学生的意志、耐挫折和责任好于旗县和城市的中学生;价值观方面,农村学生比旗县和城市学生更加踏实,而旗县和城市的中学生则比农村的中学生更加功利和冷漠。社会责任心方面,农村来源的中学生社会责任心水平高于旗县和城市来源的学生;
3.不同职业的父母的教养方式存在显著差异,职业为农民的父母较之职业为工人、知识分子和干部的父母,积极的教养方式更多一些,父母给予子女的情感温暖和理解更多一些,而拒绝、否认和惩罚、严厉更少一些。
4.父母采取情感温暖、理解的教养方式不仅可以直接提高中学生的社会责任心水平,而且可以通过对人格中内、外倾、责任和独立等人格特征的影响来提高中学生社会责任心水平;父母采取拒绝否认的教养方式则不仅直接降低中学生的社会责任心水平,而且也会对内、外倾、责任和独立等人格特征产生不利的影响,进而降低中学生的社会责任心水平。
5.踏实型价值观不仅可以直接提高中学生的社会责任心水平,而且可以通过对人格中内、外倾、责任和独立等人格特征的影响来提高中学生社会责任心水平;冷漠型价值观则不仅直接降低中学生的社会责任心水平,而且也会对内、外倾、责任和独立等人格特征产生不利的影响,进而降低中学生的社会责任心水平。
The foreign researches on social responsibility have sprung up in the early 1950s, foreign researchers have studied the concept, structure and influencing factors of social responsibility, and developed some measuring questionnaires of social responsibility. While domestic researches are not mature, just staying at connotation exploratory discussion in social responsibility, the researches on the influential factors of social responsibility are rarely known.
Social responsibility is the reasonable cognition and evaluation of the responsibilities in the public lives for the social individuals, and it is an individuality psychological trait embodying in the sensibilities and behaviors. The level of civil social responsibility is an important guarantee for a country to develop and flourish. As the undertakers and constructors of the future society, the middle school students’social responsibility will directly affect the future of country. Therefore, the discussion of the influential factors in social responsibilities for the middle school students can not only enrich the social responsibility theory, but also have the important realistic meaning for their social responsibility education.
This research used the questionnaire,and selected 1030 middle school students as the subjects, and investigated them from the aspects of parenting style, personality, value and social responsibility, and probed the relationship between social responsibility and the parenting style, the personality and the value. The conclusion as follows:
1. Social responsibility and the parenting style of the middle school students have significant difference in gender. Female students are higher in social responsibility than the male students; while the male students’parenting style scores are obviously higher than the scores of female students in punishment, severity, over-interference, refusal, denial and over-protection.
2. Parenting style, personality, the social responsibility and value of the middle school students have the family origin difference. In the aspect of parenting style, the parents from rural areas use more positive parenting styles, while the parents from counties and cities use more negative parenting style. In personality, the will, frustration tolerance and responsibility of the rural students are better than the ones from counties and cities. In the aspect of the value, the rural students are surer than those from counties and cities, and urban students are more realistic and indifferent. In the aspect of Social responsibility, rural students are better than the ones from counties and cities.
3. The parenting styles of different vocational parents have the significant difference. Peasant parents have more positive parenting style than the intellectual parents and cadre parents, the peasant parents give their children more emotional warmth and understanding, and less refusal, denial and severity.
4. Parents using emotional warmth and understanding parenting styles can help middle school students improve social responsibility, they use some personality characteristics (inner tendency, outer tendency, responsibility and independence) to improve middle school students’responsibility level. Parents who use denial parenting style have bad effects on middle school students’responsibility level, which can decrease the middle school students’responsibility level.
5. The sureness value can not only improve middle school students’responsibility level but also affect personality characteristics (inner tendency, outer tendency, responsibility and independence) to improve middle school students’responsibility level. Indifferent value has bad effects on personality characteristics (inner tendency, outer tendency, responsibility and independence) and decrease middle school students’responsibility level.
引文
[1] 康德.道德形而上学原理[M].上海:上海人民出版社 2002.
[2] 汉语大辞典简编委员会.汉语大辞典简编.汉语大词典出版社,1998
[3] 沈国祯.浅析责任的涵义、特点和分类.江西社会科学,2001 (1)
[4] 陈会昌.德育忧思.华文出版社,1999 年
[5] 小仓志祥.《伦理学概论》.中国社会科学出版社,1990 年版,第 50 页.
[6] 梯利.伦理学导论[M].桂林:广西师范大学出版社,2002.
[7]《马恩选集》:第 3 卷,[M].北京:人民出版社.1972.
[8] Schlenker, B . , Britt, T . , Pennington,J . ,Murphy,R.&Doherty, K.(1994).Thetriangularmodelofresponsibility..Psychological Review,101(4):632-652.
[9] 中国大百科全书(心理学类).中国大百科出版社,1991
[10] 马克思恩格斯选集:第 4 卷[M].北京:人民出版社 1972,第 94 页
[11] 马克思恩格斯选集:第 4 卷[M].北京:人民出版社,1972.
[12] 张积家.试论责任心的心理结构.教育研究与实验,1998 年第 4 期.
[13] 中国心理学会发展心理教育心理专业委员会.发展心理教育心理论文选[C].北京:北京师范大学出版社,1985.
[14] Pamela M. Warton&Jacqueling J. Goodow .Thenature of responsibility:Children’sunderstanding of “your job”[J].Child Development,1991,(62):156-165
[15] 李伯黍主编.品德心理研究.上海:华东华工学院出版社,1992
[16] 王健敏.儿童社会性三维结构形成实验研究报告.心理发展与教育,1996, (2)
[17] Harris, B. Developmental differences in the attribution of responsibility. Developmental Psychology , 1977, 13:257 一 265
[18] Eisenberg N,Fabes R A, Schaller M, Carlo G, Miller P A. The relations of parental characteristics and practices in children's vicarious emotion responding. Child Development, 1991,62: 1393 一 1408
[19] 姜勇.幼儿责任心发展及其影响因素探讨,北京师范大学教科院硕士论文,1998.
[20] 张文新.儿童社会性发展.北京师范大学出版社,1999
[21] Underwood, B.& Moore, B. Perspective-taking and altruism, PsychologicalBulletin, 91,143 一 173
[22] Berkowitz,L.,& Lutterman G. K.(1968).The traditional socially responsible personality public opninon Quarterly. 32, 16
[23] Altman, Ph. D.(2005).Manic Society toward the Depressive Position. Psychoanalytic Dia- logues,15(3):321 一 346, 23-29
[24][29] 李雪.中学生社会责任心结构及其发展特点研究.西南师范大学硕士学位论文,2004
[25]赵兴奎,张大均.社会责任心研究述评. 河北师范大学学报,教育科学版,2006,5
[26] Wentzel, Kathrynr(1991).Social Competence at School: Relation Between Social Responsibility and Academic Achievement.Review of Education Research Spring 1991, vol. 61,No.1,pp.1-24
[27] Rachmond,D.,Shafran,R.& Woody,R.(1995),Perceived responsibility;Structure and Significance.Behaviour Research and Therapy
[28]谭小宏.中学生责任心问卷的编制[D].重庆:西南师大心理学院,2002,(3):2.
[30]A personality scale for social responsibility. GOUGH HG, J Abnorm Socpsychol, 1952 ,Jan;Vo1.47(1),pp. 73- 8.
[31] A scale for measuring attitudes of social responsibility in children.(eng) By HA-RRIS DB ,J Abnorm Psychol, 1957 Nov;Vol.55(3),pp. 322- 326
[32] Starrett, R. H. Assessmenl of Global Social Responsihilily. Psychological Reports, 1996, 78: 535- 554
[33] Anderson( 2000),A Scale to Measure Attitude on Social ResponsibiliLy. The Press Psychological Reports, 46: 634- 635
[34] 胡咏梅.小学生品德评价量表的设计和分析.学科教育,1996 (3)
[35] 姜勇.幼儿责任心发展及其影响因素探讨,北京师范大学教科院硕士论文,1998
[36] Miller. J. G, et-al. Perceptions of Social responsibilities in India and in the United States: Moral imperatives of personal decisions.Journal of Personality and Social Psychololgy,1990: 324 一 336
[37] 姜勇.幼儿责任心发展及其影响因素探讨,北京师范大学教科院硕士论文,1998
[38] 顾海根等.行为责任判断的跨文化比较研究.心理发展与教育,1991, (2)
[39] 刘志军.中学生的道德判断推理水平、同伴关系和亲社会行为关系的研究.心理科学,2001,5.
[40] Baston,C. D. Immorality from empathy induced altruism: when compassion end justice conflict [J].Journal of Personality and Social Psychology.1995,(68):1042—1054
[41] Nancy Eisenberg.Altristic Emotion,Cognition,and Behavior.Lawrence Erlbaum Associates,Publishers,1986,188-212:
[42] Nancy Darling&Laurence steinberg,Parenting Style as Context: An Integrative Model Psychological Bulletin, 1993:113(3):487 一 496.
[43] Baumrind, D. Current patterns of parental authority. Developmental Psychology Monograph,1971, 4: 1 一 103
[44] 张丽华.父母的教养方式与儿童社会化发展研究综述[J]辽宁师范大学学报(社科版),1997,(3)
[45] Baldwin,A. L. Behavior and development in childhood. New York: The Dreyden Press 1955.
[46] 刘金花,上海市中学生父母的教养态度与台湾父母教养态度的比较,心理科学,1991,(1)
[47] 关颖等.家庭教育方式与儿童社会化.天津社会科学,1994, 4: 107-110.
[48] 许丽伟.大学生父母教养方式-价值取向与心理健康关系的研究.东北师范大学硕士学位论文,2006.
[49] 李丹.儿童发展心理学[M].华东师范大学出版社,1994
[50] 王中会.父母教养方式与青少年人格特点的关系.中国临床心理学杂志,2006,3
[51](钱铭怡,夏国华.青少年人格与父母养育方式的相关研究[J]中国心理卫生杂志,1996, 10( 2): 58-59,84
[52] 马伟娜,侯公林.父母养育方式与医学生人格特征的相关性研究[J].健康心理学杂志,2002, 10(2):109-111)
[53] Brew in CR, Andrew; B. Intergenerational links and positive self-cognitions: Parental correlates of optimism, learned resourcefulness and self- evaluation [J].Cogn Ther Res,1996, 29(3):247-263.
[54] Kobass SC. Stressful life events, personality, and health:an inquiry into hardness[J].JPers Soci Psychol, 1999, 37( 1):1
[55] 张改叶.父母教养方式对大学生人格特征、应付方式的影响.新乡医学院学报,2006,6.
[56] 张婷婷.父母养育方式与大学生人格特征关系调查.中国公共卫生 2006 年 6 月第 22卷第 6 期
[57] 寇彧（.大学生价值取向的特点及其与家庭因素的相关研究[J].心理学探新,2002, 22 (1)55-60
[58] 黄希庭人格心理学[M].台北:台湾华东书局,1999, 8
[59] Bernard Weiner.Whom Would You Rather Help:An Acquaintance Not Responsible for Her Plight or a Responsible Sibling? The Journal of Social Psychology,2003,143(3),331—340.
[60] L·科尔伯格著.道德发展心理学――道德阶段的本质与确证.华东师范大学出版社,2004年 9 月第一版.
[61] 夏衍刚,郑雪.中学生人格特点和发展现状的研究.心理科学,2004,27(4)
[62] 钮丽丽等,中学生人格发展特点的研究.北京师范大学发展心理研究所,2001,4
[63] 黄曼娜.我国青少年价值观的比较研究.西南师范大学学报,1999,(5)
[64] 张进辅.重庆市中学征收与其父母价值观的差异研究.心理科学,2006,29,(5):1222—1225.
[65] 刘慧娟.走向心理健康:活动篇.华文出版社.2002: 257- 258
[66] 温艳玲.中学生公民道德观发展初步研究.西南师范大学硕士学位论文,2002.
[67] 万小红.青少年道德价值观的探索性研究.西南师范大学硕士学位论文,2001.
[68] 付本燕,刘克清,黎逢保,等年龄、性别对青少年价值观影响的相关性研究[J].阳职业技术学院学报,2004 年 6 月.
[69] 李丽,陈庆良,洪明.人学生心理健康及父母教养方式相关研究「J」.贵州师范人学学报,2002,20(4)91 一 94.
[70] 答会明,李梦月.大学生心理健康水平及与其父母教养方式的关系研究「J」.健康心理学杂志,2000, 8(4):385 一 387
[71] 答会明.父母教养方式与孩子的自信、自尊、自我效能及心理健康水平的相关研究,2002,18(8):483 一 486.
[72] 李改.大学生的父母教养方式与其心理健康的关系的研究.[D]:「硕士学位论文」.保定:河北大学,2000
[73] 陈会昌.尊重平等教育理论[M].转型期教育研究学前教育版,2003.(20).4.3-4
[74] 张春妹,周宗奎,Yeh Hsueh.心理科学,2005,28(2)
[75]〔美〕E·弗洛姆.爱的艺术〔M〕.康革尔译.华夏出版社,1987.22
[76] 黄希庭.人格心理学.浙江教育出版社,2002 年 9 月第 1 版
[77] Midlarsky,E.(1971).Adingunderstress:Theeffectsofcompetence,dependency,visibility,and fatalism.Journal ofPersonality.39,132-149.
[78] 钟慧.自我概念与健康人格初探.《财经科学》,2004 年增刊.
[79] 周宇,余毅震,史俊霞,黄艳.中学生人格特点及其影响因素研究.医学与社会,2005 年 2 月.
[80] 金盛华等.当代中学生价值取向现状的调查研究[J].心理学探新,2003,(2),
[81] 刘永芳.价值观是个性心理结构的核心因素,河南大学学报,1994,2
[2] 汉语大辞典简编委员会.汉语大辞典简编.汉语大词典出版社,1998
[3] 沈国祯.浅析责任的涵义、特点和分类.江西社会科学,2001 (1)
[4] 陈会昌.德育忧思.华文出版社,1999 年
[5] 小仓志祥.《伦理学概论》.中国社会科学出版社,1990 年版,第 50 页.
[6] 梯利.伦理学导论[M].桂林:广西师范大学出版社,2002.
[7]《马恩选集》:第 3 卷,[M].北京:人民出版社.1972.
[8] Schlenker, B . , Britt, T . , Pennington,J . ,Murphy,R.&Doherty, K.(1994).Thetriangularmodelofresponsibility..Psychological Review,101(4):632-652.
[9] 中国大百科全书(心理学类).中国大百科出版社,1991
[10] 马克思恩格斯选集:第 4 卷[M].北京:人民出版社 1972,第 94 页
[11] 马克思恩格斯选集:第 4 卷[M].北京:人民出版社,1972.
[12] 张积家.试论责任心的心理结构.教育研究与实验,1998 年第 4 期.
[13] 中国心理学会发展心理教育心理专业委员会.发展心理教育心理论文选[C].北京:北京师范大学出版社,1985.
[14] Pamela M. Warton&Jacqueling J. Goodow .Thenature of responsibility:Children’sunderstanding of “your job”[J].Child Development,1991,(62):156-165
[15] 李伯黍主编.品德心理研究.上海:华东华工学院出版社,1992
[16] 王健敏.儿童社会性三维结构形成实验研究报告.心理发展与教育,1996, (2)
[17] Harris, B. Developmental differences in the attribution of responsibility. Developmental Psychology , 1977, 13:257 一 265
[18] Eisenberg N,Fabes R A, Schaller M, Carlo G, Miller P A. The relations of parental characteristics and practices in children's vicarious emotion responding. Child Development, 1991,62: 1393 一 1408
[19] 姜勇.幼儿责任心发展及其影响因素探讨,北京师范大学教科院硕士论文,1998.
[20] 张文新.儿童社会性发展.北京师范大学出版社,1999
[21] Underwood, B.& Moore, B. Perspective-taking and altruism, PsychologicalBulletin, 91,143 一 173
[22] Berkowitz,L.,& Lutterman G. K.(1968).The traditional socially responsible personality public opninon Quarterly. 32, 16
[23] Altman, Ph. D.(2005).Manic Society toward the Depressive Position. Psychoanalytic Dia- logues,15(3):321 一 346, 23-29
[24][29] 李雪.中学生社会责任心结构及其发展特点研究.西南师范大学硕士学位论文,2004
[25]赵兴奎,张大均.社会责任心研究述评. 河北师范大学学报,教育科学版,2006,5
[26] Wentzel, Kathrynr(1991).Social Competence at School: Relation Between Social Responsibility and Academic Achievement.Review of Education Research Spring 1991, vol. 61,No.1,pp.1-24
[27] Rachmond,D.,Shafran,R.& Woody,R.(1995),Perceived responsibility;Structure and Significance.Behaviour Research and Therapy
[28]谭小宏.中学生责任心问卷的编制[D].重庆:西南师大心理学院,2002,(3):2.
[30]A personality scale for social responsibility. GOUGH HG, J Abnorm Socpsychol, 1952 ,Jan;Vo1.47(1),pp. 73- 8.
[31] A scale for measuring attitudes of social responsibility in children.(eng) By HA-RRIS DB ,J Abnorm Psychol, 1957 Nov;Vol.55(3),pp. 322- 326
[32] Starrett, R. H. Assessmenl of Global Social Responsihilily. Psychological Reports, 1996, 78: 535- 554
[33] Anderson( 2000),A Scale to Measure Attitude on Social ResponsibiliLy. The Press Psychological Reports, 46: 634- 635
[34] 胡咏梅.小学生品德评价量表的设计和分析.学科教育,1996 (3)
[35] 姜勇.幼儿责任心发展及其影响因素探讨,北京师范大学教科院硕士论文,1998
[36] Miller. J. G, et-al. Perceptions of Social responsibilities in India and in the United States: Moral imperatives of personal decisions.Journal of Personality and Social Psychololgy,1990: 324 一 336
[37] 姜勇.幼儿责任心发展及其影响因素探讨,北京师范大学教科院硕士论文,1998
[38] 顾海根等.行为责任判断的跨文化比较研究.心理发展与教育,1991, (2)
[39] 刘志军.中学生的道德判断推理水平、同伴关系和亲社会行为关系的研究.心理科学,2001,5.
[40] Baston,C. D. Immorality from empathy induced altruism: when compassion end justice conflict [J].Journal of Personality and Social Psychology.1995,(68):1042—1054
[41] Nancy Eisenberg.Altristic Emotion,Cognition,and Behavior.Lawrence Erlbaum Associates,Publishers,1986,188-212:
[42] Nancy Darling&Laurence steinberg,Parenting Style as Context: An Integrative Model Psychological Bulletin, 1993:113(3):487 一 496.
[43] Baumrind, D. Current patterns of parental authority. Developmental Psychology Monograph,1971, 4: 1 一 103
[44] 张丽华.父母的教养方式与儿童社会化发展研究综述[J]辽宁师范大学学报(社科版),1997,(3)
[45] Baldwin,A. L. Behavior and development in childhood. New York: The Dreyden Press 1955.
[46] 刘金花,上海市中学生父母的教养态度与台湾父母教养态度的比较,心理科学,1991,(1)
[47] 关颖等.家庭教育方式与儿童社会化.天津社会科学,1994, 4: 107-110.
[48] 许丽伟.大学生父母教养方式-价值取向与心理健康关系的研究.东北师范大学硕士学位论文,2006.
[49] 李丹.儿童发展心理学[M].华东师范大学出版社,1994
[50] 王中会.父母教养方式与青少年人格特点的关系.中国临床心理学杂志,2006,3
[51](钱铭怡,夏国华.青少年人格与父母养育方式的相关研究[J]中国心理卫生杂志,1996, 10( 2): 58-59,84
[52] 马伟娜,侯公林.父母养育方式与医学生人格特征的相关性研究[J].健康心理学杂志,2002, 10(2):109-111)
[53] Brew in CR, Andrew; B. Intergenerational links and positive self-cognitions: Parental correlates of optimism, learned resourcefulness and self- evaluation [J].Cogn Ther Res,1996, 29(3):247-263.
[54] Kobass SC. Stressful life events, personality, and health:an inquiry into hardness[J].JPers Soci Psychol, 1999, 37( 1):1
[55] 张改叶.父母教养方式对大学生人格特征、应付方式的影响.新乡医学院学报,2006,6.
[56] 张婷婷.父母养育方式与大学生人格特征关系调查.中国公共卫生 2006 年 6 月第 22卷第 6 期
[57] 寇彧（.大学生价值取向的特点及其与家庭因素的相关研究[J].心理学探新,2002, 22 (1)55-60
[58] 黄希庭人格心理学[M].台北:台湾华东书局,1999, 8
[59] Bernard Weiner.Whom Would You Rather Help:An Acquaintance Not Responsible for Her Plight or a Responsible Sibling? The Journal of Social Psychology,2003,143(3),331—340.
[60] L·科尔伯格著.道德发展心理学――道德阶段的本质与确证.华东师范大学出版社,2004年 9 月第一版.
[61] 夏衍刚,郑雪.中学生人格特点和发展现状的研究.心理科学,2004,27(4)
[62] 钮丽丽等,中学生人格发展特点的研究.北京师范大学发展心理研究所,2001,4
[63] 黄曼娜.我国青少年价值观的比较研究.西南师范大学学报,1999,(5)
[64] 张进辅.重庆市中学征收与其父母价值观的差异研究.心理科学,2006,29,(5):1222—1225.
[65] 刘慧娟.走向心理健康:活动篇.华文出版社.2002: 257- 258
[66] 温艳玲.中学生公民道德观发展初步研究.西南师范大学硕士学位论文,2002.
[67] 万小红.青少年道德价值观的探索性研究.西南师范大学硕士学位论文,2001.
[68] 付本燕,刘克清,黎逢保,等年龄、性别对青少年价值观影响的相关性研究[J].阳职业技术学院学报,2004 年 6 月.
[69] 李丽,陈庆良,洪明.人学生心理健康及父母教养方式相关研究「J」.贵州师范人学学报,2002,20(4)91 一 94.
[70] 答会明,李梦月.大学生心理健康水平及与其父母教养方式的关系研究「J」.健康心理学杂志,2000, 8(4):385 一 387
[71] 答会明.父母教养方式与孩子的自信、自尊、自我效能及心理健康水平的相关研究,2002,18(8):483 一 486.
[72] 李改.大学生的父母教养方式与其心理健康的关系的研究.[D]:「硕士学位论文」.保定:河北大学,2000
[73] 陈会昌.尊重平等教育理论[M].转型期教育研究学前教育版,2003.(20).4.3-4
[74] 张春妹,周宗奎,Yeh Hsueh.心理科学,2005,28(2)
[75]〔美〕E·弗洛姆.爱的艺术〔M〕.康革尔译.华夏出版社,1987.22
[76] 黄希庭.人格心理学.浙江教育出版社,2002 年 9 月第 1 版
[77] Midlarsky,E.(1971).Adingunderstress:Theeffectsofcompetence,dependency,visibility,and fatalism.Journal ofPersonality.39,132-149.
[78] 钟慧.自我概念与健康人格初探.《财经科学》,2004 年增刊.
[79] 周宇,余毅震,史俊霞,黄艳.中学生人格特点及其影响因素研究.医学与社会,2005 年 2 月.
[80] 金盛华等.当代中学生价值取向现状的调查研究[J].心理学探新,2003,(2),
[81] 刘永芳.价值观是个性心理结构的核心因素,河南大学学报,1994,2
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |