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作 者:刘彩谊[1] 宁丽[2] 方晓义[1] 张慧敏[2] 陶然[2]
机构地区:[1]北京师范大学发展心理研究所,北京100875 [2]北京军区总医院成瘾医学科中国青少年心理成长基地
出 处:《中华行为医学与脑科学杂志》2011年第4期325-327,共3页Chinese Journal of Behavioral Medicine and Brain Science
摘 要:目的 探讨男性网络成瘾患者亲子之间的人格和应对方式的关系,为进一步采取干预措施提供依据.方法 分别使用卡特尔16项人格因素测验和应对方式问卷对住院男性网络成瘾患者及其父母进行人格和应对方式的测试,采用偏相关分析对数据进行统计.结果 男性网络成瘾患者16项人格因素中多项(乐群性、聪慧性、稳定性、恃强性、怀疑性、敏感性、幻想性、世故性、实验性、自律性、忧虑性、紧张性)与父(r=0.72~0.85或r=-0.71~-0.93)或母亲(r=0.73~0.92或-0.72~-0.81)的人格因素呈显著性相关.但无一项与父亲和母亲的该对应因素相关;男性网络成瘾患者应对方式与父亲的应对方式无显著相关,但解决问题、合理化、自责分别与母亲的求助、合理化、退避呈显著性正相关(r=0.27~0.36).结论 父、母亲的人格对男性网络成瘾患者的人格特征均有影响,但是受到网络成瘾的冲击,父母对青少年人格的影响减弱;在应对方式上,父亲的影响远弱于母亲,提示网络成瘾患者成长过程中往往存在父亲功能缺失.Objective To explore the relationship of personality and coping style between parents and male inpatients with internet addiction disorder. Methods 51 male inpatients with internet addiction disorder and their parents were investigated with Cattell 16PF and Coping Style Questionnaire to evaluate their personality and coping style. All data were analyzed by partial correlate analysis. Results Multi-factors of 16PF( warmth, reasoning, emotional stability, dominance, vigilance, sensitivity, abstractedness, privateness, openness to change, perfectionism, apprehension, tension ) of male inpatients were significantly correlated with father' s ( r = 0.72 ~ 0. 85 or - 0. 71 ~ - 0.93 ) or mother' s 16PF( r = 0.73 ~ 0.92 or - 0. 72 ~ - 0.81 ), bu+ non of those factors corrected with the same factor of parental. Male inpatients' coping style did not corrected with father' s, but their problem sloving, rationalization and self-accusation corrected with mother's seeking support, rationalization and avoidance respectively. Conclusion The personality of male inpatients with internet addiction disorder is affected by parental personality, but under the impact of internet addiction disorder, this kind of influence is weakened. In coping style, the father' s influence is far weaker than the mother' s, suggesting that there is father function flaw during the process of those inpatients growing up.
分 类 号:B844.2[哲学宗教—发展与教育心理学]
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