家庭环境与高中生发展:自主的中介作用及其性别差异

从浙江省三所全日制高中选取348名高一到高三的学生为被试, 采用集体上机填答的方式实施问卷调查, 考察家庭环境对高中生发展的影响及作用机制, 探讨自主的中介作用及其性别差异。使用描述检验、相关分析和结构方程模型等方法, 结果发现:(1)男生的情感自主显著高于女生, 感知到的家庭亲密度水平显著低于女生;(2)家庭环境和自主与积极发展呈显著正相关, 与消极发展呈显著负相关, 积极发展与消极发展呈显著负相关;(3)家庭环境对积极发展有显著的正向预测作用, 对消极发展有显著的负向预测作用, 且对积极发展的预测作用显著高于消极发展;(4)总体上, 自主在家庭环境和高中生积极、消极发展的关系中起显著的中介作用;自主在家庭环境和积极发展间的中介作用在男生和女生样本中均达到显著水平, 而在家庭环境和消极发展间的中介作用在男生样本中为完全中介, 在女生样本中不显著。研究结果为从家庭角度促进高中生的积极发展、降低消极发展的可能性提供了依据。

Family Environment and High School Students' Development:Mediating Effect of Autonomy and its Gender Difference

348 high school students from three high schools in Zhejiang province were selected to fulfill the questionnaire online in group. Results were used to explore the effects and mechanism of family environment on high school students' development as well as the mediating effect of autonomy and its gender difference. Based on describing test,correlation analysis and structure equation models,results revealed as follow:(1) emotional autonomy of male students was significantly higher than that of female students,while perceived family intimacy was the opposite; (2) both family environment and autonomy were positively related to high school students' positive development,negatively related to negative development; high school students' positive development were negatively related to negative development; (3) family environment positively predicted high school students' positive development,negatively predicted negative development,and the former predictive effect was significantly higher than the latter one;(4) autonomy partially mediated the relationship between family environment and high school students' development; the mediating effect of autonomy between family environment and positive development were significant in both male and female group; as to negative development,the mediating effect is significant in male group while not sighificant in female group. The results provided initial statistics for promoting positive development of high school students as well as reducing the possibilities of negative development from family perspective.