The Correlations Of Family Environments, Attachments With Emotional Management Skills Of Middle School Students

Objective:The purpose of this study is to discuss the influence of family environment, father-childattachment, mother-child attachment and peer attachment on middle school students’emotional management skills, so as to improve the students’ emotional managementskills, and provide scientific references for improving the physical and mental health ofteenagers.Methods:Based on stratified, random cluster sampling method,2626students of four schools inBengbu city were selected. They were surveyed by General situation questionnaire,Emotional management scale, Inventory of Parent and Peer Attachment. T-test andAVOVA were used to study the differences of emotional management ability betweendifferent grades, different family types, only child or not, paternal degree of education,parental cultivating pattern and attitude among middle school student. Spearmanbivariate analysis was used to explore the relationship between middle school students’emotional management skills and father-child attachment, mother-child attachment,peer attachment. Multiple linear regression was used to explore the influence of father’cultivating pattern, the consistency of parental education attitude, father-childattachment, mother-child attachment, peer attachment on high school boys’ emotionalmanagement skills. Father’ cultivating pattern, mother’ cultivating pattern, father-child attachment, mother-child attachment, peer attachment on high school girls’ emotionalmanagement skills. Finally the regression equation was established.Results:(1) The scores of emotional management among middle school students were11.02±2.58. Many factors included gender, father’ cultivating pattern and theconsistency of parental education attitude influnced emotional management amongmiddle school students. The differences were statistically significant (P <0.01). Thescores of emotional management among middle school students were positively relatedto father-child attachment, mother-child attachment and peer attachment. The regressionmodel of middle school students’ emotional management and the four variables isemotional management=6.635+1.182×peer attachment+0.108×father-childattachment+0.200×mother-child attachment-0.572×gender.(2) Father’ cultivating pattern, the consistency of parental education attitude influncedthe boys’ scores of emotional management. The boys’ scores of emotional managementwith consistent education attitude of parents were higher than those without consistenteducation attitude of parents. The boys’ scores of emotional management with father’sstrict discipline were higher than those whose father doted on him, being rough andchangeable. The boys’ scores of emotional management with father being permissive orindifferent were higher than those whose father being rough. Parents’ cultivating patterninflunced the girls’ cores of emotional management. The girls’ scores of emotionalmanagement with father’s strict discipline, permissive or indifferent were higher thanthose whose father was rough and changeable.(3) The scores of emotional management of boys and girls among middle schoolstudents were positively related to father-child attachment, mother-child attachment andpeer attachment. (4)Father-child attachment, mother-child attachment and peer attachment enter into theregression equation of the middle school boys’ emotional management. The regressionmodel of middle school boys’ emotional management and the three variables isemotional management=6.635+1.159×peer attachment+0.116×father-childattachment+0.161×mother-child attachment. Father-child attachment, mother-childattachment and peer attachment enter into the regression equation of the middle schoolgirls’ emotional management. The regression model of middle school girls’ emotionalmanagement and the three variables is emotional management=4.970+0.208×peerattachment+0.088×father-child attachment+0.236×mother-child attachment.Conclusion:Family environment factors on male and female middle school students’ emotionalmanagement skills has the influence of different ways, father-child attachment,mother-child attachment, peer attachment all influnced the middle school students’scores of emotional management. We should take targeted interventions to deal withdifferent sex of middle school students. By improve their attachment, aim to enhancethe emotional management skills.