Türkel Yeşim Deniz, Tezer Esin
Yenimahalle Alparsian High School, Ankara, Turkey.
Adolescence. 2008 Spring;43(169):143-52.
This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.
本研究调查了834名高中生在习得的足智多谋方面，在感知到的父母教养方式和性别方面的差异。数据通过施测父母教养方式量表（PSI）和罗森鲍姆自我控制量表（SCS）收集。关于习得的足智多谋得分的方差分析结果显示，父母教养方式组存在显著的主效应。性别主效应以及性别与父母教养方式的交互效应均不显著。研究结果表明，与那些认为父母疏忽和专制的学生相比，那些认为父母权威的学生习得的足智多谋水平相对较高。研究结果还表明，那些认为父母溺爱自己的学生比那些认为父母疏忽和专制的学生有更高的习得足智多谋水平。
