Mediating effects of self-acceptance and parenting style on the association between gender roles and social anxiety of junior and senior high school students

doi:10.11852/zgetbjzz2021-0491

Abstract

Abstract: Objective To explore the relationship between gender roles and social anxiety of middle and high school students,and to analyze the mediating effects of self-acceptance and the moderating effects of parental rearing styles on the association between gender roles and social anxiety. Method The Bem Sex Role Inventory(BSRI),Interaction Anxious Scale(IAS),Self Acceptance Questionnaire(SAQ)and Egna Minnen Barndoms Uppfostran(EMBU)were used to investigate 2 399 junior and senior high school students from 9 schools in Daqing city in October 2018. Results The proportion of androgynous,masculine,feminine and undifferentiated in junior and senior high school students was 874(36.43%),378(15.76%),343(14.30%)and 804(33.51%).Gender(male/female)and education background(junior/senior high school)significantly affected gender role distribution(χ²=45.35,9.44,P＜0.01).There were significant differences in IAS and SAQ scores among the four sex roles(F=127.15,79.11,P<0.001).Androgynous had the lowest IAS score and highest SAQ score,while that of feminine was the opposite.When taking androgyny as control,self-acceptance fully mediated the relationship between masculinity and relationship anxiety,and partially mediated the relationship between femininity and undifferentiated and relationship anxiety,with a mediating effect of 62.36%,56.67% and 70.30%.Potential profile analysis was used to divide parenting styles into three types:positive,mixed and negative.When negative parenting style was used as control,there were significant differences in the predictive effect of self-acceptance on interaction anxiety among different parenting style types(△R²=0.005,P<0.001).Specifically,the predictive effect of positive parenting style was better than that of negative parenting style(β=0.33,P<0.001). Conclusions The level of self-acceptance of individuals with different gender roles can predict their level of social anxiety,but the effect of self-acceptance on social anxiety is different in different types of parenting styles.Therefore,when reducing the risk of social anxiety by improving the level of self-acceptance of junior and high school students,parents should adopt more positive parenting methods to facilitate self-acceptance.

Key words: social anxiety, self-acceptance, parenting style

摘要： 目的探究初高中生的性别角色与社交焦虑的关系,以及自我接纳的中介作用和父母教养方式的调节作用。方法于2018年10月,采用性别角色量表(BSRI)、交往焦虑量表(IAS)、自我接纳问卷(SAQ)和父母教养方式问卷(EMBU)对大庆市9所学校的2 399名初高中生进行调查。结果双性化、男性化、女性化和未分化分别为874例(36.43%)、378例(15.76%)、343例(14.30%)和804例(33.51%),且性别(男/女)和学历(初/高中)可显著影响性别角色分布(χ²=45.35、9.44,P＜0.01)。四种性别角色在IAS和SAQ得分上差异显著(F=127.15、79.11,P＜0.001),双性化社交焦虑得分最低、自我接纳得分最高,女性化则与之相反。当以双性化为对照时,自我接纳在男性化与社交焦虑之间起完全中介作用,在女性化和未分化与社交焦虑之间起部分中介作用,中介效应量分别为62.36%、56.67%和70.30%。潜在剖面分析将父母教养方式分为积极型、混合型和消极型三类。以消极型为对照时,在不同父母教养方式类型中,自我接纳对社交焦虑的预测作用有显著差异(△R²=0.005,P＜0.001),具体为积极型的效果优于消极型(β=0.33,P＜0.001)。结论不同性别角色个体的自我接纳水平可预测其交往焦虑水平,但在不同父母教养方式类型中自我接纳对交往焦虑的预测作用有所差异。故今后,若欲通过提高初高中生自我接纳水平以减少其遭受社交焦虑困扰的风险时,父母应更多采用积极的教养方式以利于自我接纳发挥作用。

关键词: 社交焦虑, 自我接纳, 父母教养方式

CLC Number:

G444

WANG Bing, CAO Jian-qin, ZENG Cong. Mediating effects of self-acceptance and parenting style on the association between gender roles and social anxiety of junior and senior high school students[J]. Chinese Journal of Child Health Care, 2021, 29(8): 829-833.

王冰, 曹建琴, 曾聪. 自我接纳和父母教养方式在初高中学生性别角色与社交焦虑之间的中介调节作用[J]. 中国儿童保健杂志, 2021, 29(8): 829-833.

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