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以往的研究以独立自我和互联自我为理论构架，比较了中国父母的教养方式和西方父母的教养方式。这些研究普遍认为中国父母不重视子女的独立发展。但是，一小部分相反的证据以及中国城市快速的现代化进程使得这一结论的准确性受到质疑。为了解决这一争论，本研究以“独立多面性思想为指导，从文化的角度区分了两种重要的独立功能自立（即个人能力、努力和责任）和个性（即自信敢言和独特性）。本研究由一个焦点小组研究（研究一）和相关研究（研究二）组成。前者初步收集自立和个性的区别，后者在城市和农村青少年中调查父母提升自立和父母提升个性的结构性和功能性差异。 / 研究一调查了23个中国大学生，结果指示中国人倾向于认为自立是自己处理自己的事情的能力，而个性是独立思考而不人与亦云的能力。研究二调查了314名城市初中生和536名农村初中生。在初中生的报告中，父母提升自立和父母提升个性是两个相关但不相同的概念。比起提升个性，中国城市和农村的青少年报告父母更多地提升（子女的）自立。但城市青少年比农村青少年报告父母更多提升自立和个性。青少年报告的父母提升自立比提升个性更能预测他们的学业功能和互惠孝顺观念（即基于感激和回报而关心支持父母的观念）。青少年报告的父母提升个性能预测他们的情绪功能，但这个作用更常见于城市而非农村。 / 本研究的结果填补了父母对青少年初期的子女多种独立功能社会化的研究空白，阐明了青少年发展中独立功能具有多面性的本质。而且这些结果再次证明了社会文化变迁对父母社会化影响，反映了中国父母教养方式的动态性和复杂性。同时也为今后多文化的研究提供启示。 / Prior research contrasting Chinese parenting with Western parenting within the framework of independence vs. interdependence often portrayed Chinese parents as deemphasizing offspring’s independent development. However, a small body of evidence contradictory to this stereotypical picture and modernization occurring dramatically in urban China cast doubt on this conclusion. In order to enlighten the debate on Chinese parental socialization of independence, the current research, guided by the notion of multifaceted independence, attempted to differentiate two essential forms of independence self-reliance (i.e., individual effort, ability and responsibility) and individuality (i.e., assertiveness and distinctiveness). It included a focus group study as a preliminary step to accumulate evidence of distinction of self-reliance and individuality and a correlational study as a primary step to examine the conceptual and functional distinction between parental promotion of self-reliance and promotion of individuality in the perception of urban and rural Chinese early adolescents. / In the study 1, a focus group study on a sample of 23 Chinese university students showed that Chinese people tended to interpret self-reliance as an ability to handle personal affairs on one’s own and individuality as a capacity to have independent thinking rather than following the crowd. Study 2 was based on the reports of 314 urban and 536 rural early adolescents. Overall, the findings suggest that adolescents’ perceived parental promotion of self-reliance and promotion of individuality were two overlapping yet distinct constructs. The former was reported to a higher degree than the latter cross the urban vs. rural group, but both were reported higher in the urban than in the rural group. Perceived parental promotion of self-reliance (vs. promotion of individuality) was more likely to predict adolescents’ enhanced academic adjustment and reciprocal filial piety attitudes (i.e., attitudes toward caring and supporting parents out of appreciation and reward) reported concurrently cross the urban vs. rural group. Perceived parental promotion of individuality, however, was effective to predict adolescents’ heightened emotional adjustment reported concurrently, but more likely to work in the urban vs. rural context. / The findings fill in the omission of parental socialization of multiple forms of independence when offspring enter into adolescence, and shed light on the multifaceted nature of independence in adolescent development. They also add to extant evidence documenting the effects of sociocultural changes on parental socialization, which reflects the dynamics and complexity of contemporary Chinese parenting and provides implications for future studies with multiple cultural groups. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Lin, Li. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 154-180). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract and appendixes also in Chinese. / Abstract (English) --- p.i / Abstract (Chinese) --- p.iii / Acknowledgement --- p.iv / Table of Contents --- p.vi / List of Tables --- p.viii / List of Figures --- p.ix / Chapter Chapter 1: --- Introduction --- p.1 / Chapter 1.1 --- Chinese Parental Socialization of Independence --- p.5 / Chapter 1.2 --- Conceptualizing Independence into Two Forms: Self-reliance and Individuality --- p.11 / Chapter 1.3 --- Effects of Parental Promotion of Self-reliance and Promotion of Individuality on Children’s Psychosocial Functioning --- p.22 / Chapter 1.4 --- Urban-rural Variations --- p..31 / Chapter 1.5 --- Overview of the Current Study --- p.37 / Chapter Chapter 2: --- Study 1--Focus Group on Understanding of Self-reliance and Individuality / Chapter 2.1 --- Introduction --- p.42 / Chapter 2.2 --- Methods --- p.43 / Chapter 2.3 --- Results --- p.45 / Chapter 2.4 --- Conclusion and Discussion --- p.49 / Chapter Chapter 3: --- Study 2--Validation of the Conceptual and Functional Distinction between Perceived Parental Promotion of Self-reliance and Parental Promotion of Individuality Implications to Functioning Early Adolescents’ Psychosocial / Chapter 3.1 --- Introduction --- p.53 / Chapter 3.2 --- Methods --- p.62 / Chapter 3.3 --- Results --- p.78 / Chapter 3.4 --- Conclusion and Discussion --- p.117 / Chapter Chapter 4: --- General Discussion / Chapter 4.1 --- Distinction of Perceived Parental Promotion of Self-reliance and Promotion of Individuality --- p.130 / Chapter 4.2 --- Effect Size --- p.144 / Chapter 4.3 --- Implications for Cultural Studies in Parental Socialization of Independence --- p.145 / Chapter 4.4 --- Limitations and Future directions --- p.148 / Chapter 4.5 --- Conclusion --- p.152 / References --- p.154 / Chapter Appendix A: --- Parenting Scales --- p.181 / Chapter Appendix B: --- Adolescent Functioning Scales --- p.187

by Yeung Yin Yan. / Questionnaires in Chinese and English. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 59-64). / Chapter Chapter I: --- Introduction --- p.1 / Chapter Chapter II: --- Methodology --- p.12 / Chapter Chapter III: --- Result --- p.23 / Chapter Chapter IV: --- Discussion --- p.50 / Reference --- p.59 / Appendix: Questionnaire of the study (both English and Chinese version) --- p.65

Made available in DSpace on 2014-07-29T16:10:26Z (GMT). No. of bitstreams: 1 Dissertacao Maria Aurora Neto.pdf: 1473929 bytes, checksum: 17260d278fb9783696e1af872c9d49b9 (MD5) Previous issue date: 2008-10-06 / This research in qualitative perspective aims to investigate the relation of the young high school student with reading, from speech ahead that "the young doesn t like to read." So that, the three themes mentioned in the speech - the young, reading and the reader - are highlighted and put under analyse. According to this, the research inserted into Training and Professional Professor" aims, to analyze the speech considered the non-reading of young students, which is placed on the top of that work through the voices of 20 students from the 3rd grade at high school, students from Colégio Estadual Americo Antunes in São Luís de Montes Belos city, Goiás. The contributions come from theoretical studies of Cultural History with Chartier, Darnton and others, from three concepts: representations, practices and appropriations of reading that remains the history of reading and common readers. Other contributions come from of the Analysis studies of Speech by French Line, especially with Orlandi and with Abramo, Sposito among others, the studies from Teenager Sociology. So, as this research is committed to the education some studies involving this area are here by the authors: Silva, Soares, Freire and others. The discussions are crossed by a historic social and cultural perpective of the man and society which requires the movement of the senses and the process of verbal interaction between social subjects, thus, the contributions from studies on language by Bakhtin become important references. The dialogue with these theoretical contributions and with the voices from 20 students interviewed allowed to say that the young is reader and is, a linked with the reading of multiple texts both in formal spaces and informal too. Fact that point the needing to revisit and remeans the speech of "non-representation of reading" from teenagers, students, especially in school. / Esta pesquisa de perspectiva qualitativa tem como objetivo investigar a relação do jovem aluno do ensino médio, com a leitura, a partir do discurso corrente que diz que o jovem não gosta de ler . Para tanto, os três temas referenciados no discurso - o jovem, a leitura e o leitor - são evidenciados e postos em análise. Nesse sentido, o objetivo dessa pesquisa, inserida na linha Formação e Profissionalização Docente , é analisar o discurso da considerada não-leitura dos jovens alunos, o qual é colocado na tessitura desse trabalho por meio das vozes de 20 alunos do 3° ano do ensino médio, estudantes do Colégio Estadual Américo Antunes da cidade de São Luís de Montes Belos, Goiás. As contribuições teóricas advêm dos estudos da História Cultural com Chartier, Darnton, entre outros autores, a partir de três noções: representações, práticas e apropriações de leitura que ressignificam a história da leitura e de leitores comuns. Outras contribuições vêm dos estudos da Análise de Discurso de Linha Francesa, especialmente com Orlandi e com Abramo e Sposito, entre outros, os estudos de Sociologia da Juventude. Ainda, como esta pesquisa está comprometida com a educação alguns estudos que envolvem esta área estão aqui presentes através dos autores Silva, Soares, Freire e outros. As discussões são atravessadas por uma perspectiva histórico-social e cultural do homem e da sociedade a qual pressupõe o movimento dos sentidos e o processo de interação verbal entre os sujeitos sociais, desse modo, as contribuições dos estudos de Bakhtin sobre a linguagem tornam-se referências importantes. A interlocução com esses aportes teóricos e com as vozes dos 20 alunos entrevistados permitiu afirmar que o jovem é leitor e se relaciona com a leitura de múltiplos textos tanto em espaços formais quanto informais. Fato que aponta para a necessidade de se revisitar e ressignificar o discurso da não-representação de leitura dos jovens alunos, especialmente, na escola.

Summaries in Afrikaans and English / Text in Afrikaans / Die doel van hierdie studie was om vas te stel hoe vaderlike werkloosheid die leefwereld van die adolessent beinvloed. In 'n poging om die adolessent se leefwereld te verstaan, was dit nodig om die adolessent-in-totaliteit aan te spreek. Daar is aangedui hoe emosionele trauma soos die skielike werkloosheid van die vader nie net die adolessent se fisieke-, kognitiewe-, affektiewe-, sosiale- en normatiewe wording rem nie, maar dat dit ook 'n negatiewe invloed op skolastiese prestasie het. Vaderlike werkloosheid het 'n besondere invloed op die relasies binne die gesin. Die adolessent se leefwereld, wat die Gestalt is van al die relasies wat hy/sy gevorm het, word beduidend deur die vader se werkloosheid geraak. Die empiriese studie toon dat die adolessent wie se vader werkloos geraak het, se betekenisgewing, belewing en betrokkenheid negatief is en derhalwe word sy selfaktualisering gerem en is hy uiteindelik op terapeutiese ingryping aangewese. / The aim of this study was to determine the effect of fathers unemployment on the adolescent's life world. In an attempt to understand the adolescent's life world, it was necessary to address the adolescent in totality. It has been shown how emotional trauma, such as the unexpected unemployment of the father, not only impairs the adolescent's physical-, cognitive-, affective-, social- and normative development but also has a negative influence on scholastic performance. The unemployment of a father has a particular influence on the relations within the family. The adolescent's life world, which is the Gestalt of all the relations that he or she formed, is also particularly influenced by the father's unemployment. The empirical research reveals that the adolescent who's father is unemployed is much more inclined to negative meaning, involvement and experience. Thus this adolescent is restraint on his way to self - actualisation and becomes receptive to therapeutic intervention. / Psychology of Education / M.Ed. (Psychology of Education)

Siu Man-Hong Andrew. / "May 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 298-336). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.