Guangdong Ocean University, Zhanjiang, 524088, Guangdong Province, People's Republic of China.
Zhaotong University, Zhaotong, 657000, Yunnan Province, People's Republic of China.
BMC Psychiatry. 2022 Sep 5;22(1):592. doi: 10.1186/s12888-022-04222-5.
In the face of the new environment, different individuals have different reactions. Those who have good adaptability constantly establish individual self-efficacy through making friends and completing their studies, thus forming a good dependency with the university environment. However, individuals with poor ability to adapt to the new environment will have some bad phenomena, such as truancy, weariness and self denial. As a result, the students' adaptations of to the growth environment where in universities are the important topics in recent years.
Present study introduces irrational beliefs to investigate the effects of parenting mode on maladaptation of university students. The questionnaires based on simplified parenting mode (Chinese), irrational belief and adaptability were administered in a survey of 510 university students in Zhanjiang on October, 2021, the list of students of Guangdong Ocean University is taken as the sampling frame and determined by random sampling. Parenting mode was used as the independent variable, while the emotionally warm, overprotective and rejecting types were used as the indices. Further, the irrational beliefs including summary comments, awful beliefs and low tolerance to setbacks as well as maladaptation were included in the mediation model for analysis.
The results showed that the rejection parenting mode was negatively related with absolute requirements (r = - 0.143), and learning motivation (r = - 0.157), interpersonal adaptation (r = - 0.283) and physical and psychological adjustment (r = - 0.083). Overprotection was negatively correlated with absolute requirements (r = - 0.042) and interpersonal adaptation (r = - 0.042). The mediating effect of irrational beliefs (low tolerance to setbacks, awful beliefs and absolute requirements), the lower and upper limits of Bootstrap confidence interval were 0.135 and 0.461, respectively, excluding 0, which indicated that the mediating effect is true.
Through the analysis of the data, this study believes that irrational beliefs such as low tolerance to setbacks, awful beliefs and absolute requirements mediate the effects on school adjustment. Negative parenting modes such as overprotection and rejection inculcate irrational beliefs, resulting in maladaptation of university students.
面对新环境，不同的个体有不同的反应。那些适应能力强的人通过交友和完成学业不断建立个人自我效能感，从而与大学环境形成良好的依存关系。然而，适应新环境能力差的个体则会出现一些不良现象，如逃学、厌倦和自我否定。因此，大学生对大学成长环境的适应是近年来的重要课题。
本研究通过引入不合理信念来探讨父母教养方式对大学生适应不良的影响。2021 年 10 月，采用简化父母教养方式（中文）、不合理信念和适应能力问卷对湛江市 510 名大学生进行调查，以广东海洋大学学生名单为抽样框，采用随机抽样确定。父母教养方式作为自变量，情感温暖、过度保护和拒绝作为指标。进一步将不合理信念（概括性评价、可怕信念和挫折容忍度低）以及适应不良纳入中介模型进行分析。
结果表明，拒绝型教养方式与绝对要求（r=-0.143）和学习动机（r=-0.157）、人际关系适应（r=-0.283）和身心调整（r=-0.083）呈负相关。过度保护与绝对要求（r=-0.042）和人际关系适应（r=-0.042）呈负相关。不合理信念（挫折容忍度低、可怕信念和绝对要求）的中介效应，Bootstrap 置信区间的下限和上限分别为 0.135 和 0.461，排除了 0，表明中介效应是真实的。
通过数据分析，本研究认为，挫折容忍度低、可怕信念和绝对要求等不合理信念会影响学生的学业调整。过度保护和拒绝等消极的教养方式会灌输不合理的信念，导致大学生适应不良。
