摘要
目的:了解初中学生家庭亲密度及适应性的家庭功能及其相关因素,为家庭咨询或治疗提供客观依据。方法:采用整群、分 层、随机抽样方法,抽取珠海市4间中学的初一至初三学生714名,男362名,女352名,采用家庭亲密度和适应性量表中版(FACESⅡ-CV) 分别对初中学生及其父母进行调查,对家庭各成员自评结果进行比较,对有关影响因素进行分析。结果:学生与父母三者之间的亲密度及适 应性得分呈正相关(P<0.001),父母各自对家庭实际亲密度及适应性的评价基本一致,学生家庭实际亲密度及实际适应性评分比父母的低, 而理想适应性及不满程度得分比父母的高,差异有显著性(P<0.001)。三者的家庭“拱极模式”分布没有明显差异。家庭亲密度及适应性与 父母文化程度、家庭结构、家庭人数等因素有关。结论:影响初中生家庭亲密度及适应性因素是多方面的,学生与父母对家庭的不同感受对家 庭类型分布没有影响。
Objective:To know about the family function of family cohesion and adaptability on middle-school students and exˉplore related factors,thus providing an objective basis for family consulation or remedy.Methods:By using cluster sampling,stratiˉfied sampling,and random sampling surveys on714middle-school students ranging from senior one to senior three in four of the middle schools in Zhuhai city,out of which362are boys and352girls,doing surveys respectively on them and their parents by using FACESⅡ-CV,and compare the results of all family members'self-estimation,making analysis on relevant affecting factors.Reˉsults:The scores of family cohesion and adaptability students get have a positive correlation with those of their parents(P<0.001).The assessment of actual family cohesion and adaptability by either side of parents basically coincide,whereas the students has a lower score on actual family cohesion and adaptability while a higher score on ideal adaptability and complaint than their parents,with an outstanding difference(P<0.001).There's no obvious discrepancy in the distributing of the Circumpolar Model among the three sides.Family cohesion and adaptability is related to such factors as parents'cultural level,family structure,and family members etc.Conclusions:Various factors are affecting middle-school students on their family cohesion and adaptability,and the different feelings about Family by students and their parents have no influence on the distributing of family types.
出处
《中国民康医学》
2004年第6期326-328,374,共4页
Medical Journal of Chinese People’s Health
关键词
初中生
亲密度
适应性
调查
Middle-school students
Cohesion
Adaptability
Survey
