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1、华中科技大学 硕士学位论文 父母教养方式与人际归因对大学生宿舍人际关系的影响 姓名：张磊 申请学位级别：硕士 专业：心理健康教育 指导教师：张晓明 2011-05-29 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 I 摘摘 要要 宿舍作为大学生四年来居住的固定场所，成员间关系的好坏对大学生的学习和 生活有着至关重要的影响。宿舍人际关系是一种独特的人际关系形式，是学生在校 期间与室友通过交往互动而形成的一种直接的心理联系。本文选择大学生父母教养 方式这一客观因素及在日常交往中大学生归因倾向这一主观因素为切入点，综合分 析两者对大学生宿舍关系的影响
2、，从而对造成当前大学生宿舍人际关系的基本状况 的因素进行进一步的分析。 为了探讨父母教养方式和大学生人际归因宿舍关系的影响，本研究采用父母教 养方式评价量表（EMBU)、多维-多向归因量表(MMCS)及大学生宿舍人际关系调查 问卷对上海交通大、武汉大学、华中科技大学文华学院的 420 名在校大学生进行了 调查，有效问卷 398 份，回收率 94.8%。研究结果如下： （1）目前大学生对自己的宿舍人际关系主观体验倾向于满意的约为 75.4%，倾 向于不满意的约为 13.0%；持“无所谓”态度的占 11.6%。满意度在不同性别、城乡 背景、父母文化水平上没有显著差异，但来自工人家庭的大学生在宿舍人
3、际关系主 观体验的满意度显著高于知识分子和干部家庭的大学生。 （2）影响大学生宿舍人际关系最重要的五个因素是：兴趣爱好差异、不良生活 习惯、对问题看法与室友不同、擅用他人物品、对宿舍事务态度冷漠。这五个因素 在性别、城乡背景、父母职业、父母文化水平有显著差异。 （3）大学生在对不良宿舍人际关系进行责任归因时，归因于室友最多，其次是 归因于自己和室友双方，归因于自己的最少。大学生对不良宿舍人际关系的责任归 因在父母情感温暖理解、父母拒绝否认、父母惩罚严厉，成功情景下能力归因、努 力归因、失败情景下能力归因、努力归因、情景归因上存在显著的差异。 （4）大学生宿舍人际关系的满意度与父母情感温暖理解的
4、教养方式呈极显著正 相关，与父亲的惩罚严厉、拒绝否认，母亲的拒绝否认、偏爱被试呈显著的负相关。 （5）大学生宿舍人际关系的满意度与成功情景下能力、努力的归因，失败情景 下努力的归因呈显著正相关，与成功情景下情景的归因、失败情景下能力的归因呈 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 II 显著的负相关。 （6）父母教养方式、人际归因联合预测大学生宿舍关系满意度 78.7%的变异量， 对大学生宿舍人际关系具有一定的预测作用，父母教养方式的个别因子经由人际归 因的中介影响大学生宿舍人际关系。 关键词关键词：父母教养方式 人际归因 大学生 宿舍人际
5、关系 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 III Abstract The interpersonal relations in dormitory, with dormitory acts as a fixed location that college students live in for four years, has a crucial impact on college students learning and life. The interpersonal relations in dormitory are a sp
6、ecial type of interpersonal relationship, a direct mental link formed during the interactive intercourse with roommates at school. This article chooses the objective factor of the parental rearing pattern and the subjective factor of the tendency of college students attribution in daily intercourse
7、to analyze synthetically the influence that the two factors impact on the dormitory interpersonal relationship, and thereby analyses further the factor that causes the basic condition of the current college students interpersonal relations in dormitory. To explore the impact that the parental rearin
8、g pattern and interpersonal attribution on the dormitory interpersonal relationship, this research uses the EMBU, MMCS and the college students dormitory interpersonal relationship questionnaire to investigate the 420 college students on campus at Shanghai jiao tong university, Wuhan university or H
9、uazhong university of science and technology. Among these questionnaires, 398 questionnaires are effective, with recovery rate 94.8%. The research results are as follows: 1. At present the number of the college students who subjectively feel content with his/her dormitory interpersonal relationship
10、is about 75.4% of the total, the unsatisfied 13.0%, and the rest 11.6%. No significant discrepancy among the satisfaction degrees of the students with different sex, backgrounds urban or rural, and parents with different education levels, however, the satisfaction degree of students whose parents ar
11、e workers is significantly higher than the students with their parents are intellectuals or cadres. 2. The five factors that mostly influence the college students interpersonal relations in dormitory are discrepancy in interests and hobbies, bad habits, different views on issues with roommates, usin
12、g others goods without authorized, be indifferent to 华 中 科 技 大 学 硕 士 学 位 论 文华 中 科 技 大 学 硕 士 学 位 论 文 IV dormitory affairs. The five factors have significant difference on sex, background urban or rural, parents vocational, parents education level. 3. As for the causes of bad relations in dormitory, m
13、ost students think people who should first be responsible for it is their roommates, next is themselves and their roommates, and the last is people themselves. While college students think the parental warm-understanding, rejection, and strict-punishment is responsible for bad relations in dormitory
14、, it has notable difference on the ability attribution and effort attribution in the condition of success, and the ability attribution, effort attribution and situation attribution in the failure. 4. The satisfaction degree of College students interpersonal relations in dormitory is significantly po
15、sitively correlative to the parental warm-understanding rearing pattern, and is significantly negatively correctively to the fathers severe punishment and rejection, and the mothers rejection and preference. 5. The satisfaction of college students interpersonal relations in dormitory is significantl
16、y positively correlative to the capability, effort in success situation, and the effort in failure situation, and is significantly negatively corrective to the situation in success situation, and the effort in failure situation. 6. Synthesizing the reason of parental rearing pattern and interpersonal factor to predict the degree of the variation of the interpersonal relation in dormitory
