摘要
目的探讨厌学中学生自我导向学习倾向性特征和父母教养方式及两者间的关系。方法采用自我导向学习倾向性问卷（SDLRS）、父母教养方式问卷（EMBU）分别对72例厌学中学生（研究组）及70例非厌学中学生（对照组）进行测评,分析厌学中学生自我导向学习倾向性和家庭教养方式及两者间的关系。结果研究组SDLRS中消极学习因子得分显著高于对照组,主动学习、有效学习、喜爱学习因子得分均显著低于对照组（t=2.783~3.922,P〈0.05）;研究组EMBU中父亲惩罚严厉、过度干涉、偏爱被试以及母亲过度干涉、惩罚严厉得分显著高于对照组,父母亲情感温暖与理解关心得分显著低于对照组（t=2.143~3.537,P〈0.05）。研究组中学生消极学习与母亲拒绝否认、偏爱被试呈正相关,终身学习与父母亲情感温暖与理解关心呈正相关（r=0.345~0.476,P〈0.05）。结论厌学中学生有较差的自我导向学习倾向性,受到父母教养方式的影响,并且二者之间密切相关。
Objective To explore the tendentiousness of self-directed learning and the parental rearing pattern, as well as the relationship between the two in weary students of middle school. Methods Employing self-directed learning readiness questionnaire （SDLRS） and Egma Minnen av Bardndosnauppforstran （EMBU）, 72 middle school students who did not like learning （study group） and 70 normal controls were tested. Results In the study group： the score of negative learning weariness of SDLRS was significantly higher than that in the control group, while active learning, effective learning, love learning factor scores were significantly lower （t = 2.783--3.922,P 〈0.05）; the scores of EMBU in father＇s severe punishment, over interference and preference, and mother＇s excessive interference and severe punishment were higher, and the score of parent＇s emotional warmth and understanding was lower versus that in the control group （t = 2. 783 -- 3. 922, P 〈0.05）. Passive learning in the students was positively correlated with mother refused to deny and mother＇s preference, life-long learning was positively correlated with parent＇s emotional warmth and understanding （r=0.345-0.476,P〈0.05）. Conclusion There is poor selPdirected learning orientation in middle school students who do not like learning, which is influenced by parental rearing patterns, and the two are closely related.
出处
《齐鲁医学杂志》
2016年第6期680-682,共3页
Medical Journal of Qilu
关键词
厌学
学生
精神卫生
school-weary
students
mental health
