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目的探讨大学新生自我概念及与其父母教养方式的关系。方法以唐山市某高校362名大学新生为研究对象,采用田纳西自我概念量表和父母教养方式评价量表进行问卷调查。结果 1男女大学新生的自我概念在自我行动(t=2.260,P<0.05)及自我批评(t=3.732,P<0.001)上存在显著差异;2双亲不同受教育程度的大学新生自我概念在道德自我(F=6.572,6.376;P<0.01)、心理自我(F=7.211,P<0.001;F=5.403,P<0.01)、家庭自我(F=4.942,4.902;P<0.01)、自我认同(F=6.756,6.963;P<0.001)、自我行动(F=3.242,P<0.05)和自我概念总分(F=5.060,4.823;P<0.01)上存在显著差异,且文化程度越高差异越显著;3不同自我概念水平组大学新生的父母教养方式在父亲过分干涉(t=2.730,P<0.01)、父亲过度保护(t=2.256,P<0.05)、母亲温暖理解(t=-2.758,P<0.01)、母亲过度干涉或过度保护(t=2.771,P<0.01)上存在显著差异。结论 1大学新生在自我行动上,男生较女生积极;在自我批评上女生较男生积极;2双亲受教育程度越高,大学新生的自我概念越积极;3父母给予子女情感温暖与理解,子女较易形成积极的自我概念,而过度干涉、过度保护则使子女形成消极的自我概念。
Objective To explore the relationship between freshmen’s self-concept and their parental rearing patterns. Methods A total of 362 college freshmen in a university in Tangshan City were selected as research objects. Tennessee Self-concept Scale and Parental Rearing Style Questionnaire were used to conduct questionnaire survey. Results There was a significant difference in the self-concept of freshmen between male and female college students in self-action (t = 2.260, P <0.05) and self-criticism (t = 3.732, (F = 6.572, 6.376; P <0.01), psychological self (F = 7.211, P <0.001; F = 5.403, P <0.01) F = 6.756,6.963; P <0.001). There was significant difference in self-action (F = 3.242, P <0.05) and self-concept score (F = 5.060,4.823; (T = -2.306, P <0.05). The mothers’ warmth and understanding (t = -2.758, P < P <0.01). There was a significant difference in over-interference or over-protection of the mother (t = 2.771, P <0.01). Conclusion 1 freshmen in self-action, boys than girls positive; self-criticism girls than boys positive; 2 parents higher education, college freshmen self-concept more active; 3 parents give children emotional warmth and understanding of children than children Easy to form a positive self-concept, and over-interference, over-protection is to make their children form a negative self-concept.