Family Expressiveness of parents and the characteristics of adolescents' reactions toward parents' verbal disciplines after academic failure
Date Issued
2005
Date
2005
Author(s)
Lin, Gwei-Bau
DOI
zh-TW
Abstract
The effect of harsh verbal discipline on children’s self-esteem and adult-child relationship has already been documented. It is not yet clear whether the negative effect of harsh verbal discipline is due to the specific role of the discipliners, the specific content of verbal disciplines, or the interaction effect of both discipliners and content. Thus, three hypotheses, the Relationship Hypothesis, the Content Hypothesis, and the Content-Relationship Interaction Hypothesis were evaluated in the present study. One hundred and seven undergraduate students, 296 senior high students, and 216 junior high students participated in the study. Subjects’ parental FEQ scores were gathered through Family Expressiveness Questionnaire. Then the subjects reported their reactions to hypothetical stories of school failure and 3 kinds of parental verbal disciplines. The results supported the three Hypothesis. The degree of being angry is significantly higher when hearing the negative disciplines from Negative Dominant parents than from Negative Submissive or Positive parents. The degree of self-competence and self-liking decreased significantly more upon hearing “relationship-threatening” than all other verbal disciplines. The person-focus criticism verbal disciplines of Negative Dominant parents induce the most negative dominant emotion and reactions, and the relationship-threatening verbal disciplines of Negative Submissive and Positive parents induce the most negative submissive emotions and reactions.
Subjects
親子關係
家庭情緒表達模式
負向言語
parent-child relationship
verbal discipline
family expressiveness
Type
other
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