Studies On Post-90University Students, Parental Rearing Styles, Self Consistency And Congruence, And Interpersonal Trust

In the early process of individual socialization, family education plays avital role in the formation of the personality and values.As entering the school age, theindividuals get away from the original family gradually, and begin to learn to live andlearn independently. The school and the social environment has become the mainfactors affecting the further development of self consciousness.Since the reform andopening up, Chinese society has changed deeply and widely, not only in nationaleconomy and the social mainstream values, but also in the family education and campusenvironment, all of which shows the "new look". The changes of the externalenvironment results in the prominent problems of college students’ mental healthParenting style has a profound and long-lasting effect on the growth of children. Selfharmony is an important reflection of a body’s internal traits and psychological healthystatus. Interpersonal trust is the anticipation for other people’s behavior and speechpromise. Based on the research interest in two individual socialized process and the careof college students’ healthy growth, this research starts from college students’mentalhealth problems, using "parenting style scale (EMBU)","self harmony scale (SCCS)"and "Interpersonal Trust Scale (ITS)" to test776, and discuss the following questions:1.The status of university students’ parenting style, self harmony, and interpersonal trust;2. The relationship among the post-90university students’ parenting style, self harmony,and interpersonal trust;3. Self harmony’s intermediary role in post-90parenting andinterpersonal trust.Research results turns out to be as following:1. In general, most post-90university students’ parents adopt positive parenting style, and the report reveals few negative parenting style. Among post-90collegestudents’ parental style, there is obvious difference in gender, grade, the origin ofstudents, whether live alone or not, parents’ educational background.2. The degree of post-90college students’ self consistency is low. The scores of theself experience’ discordance and self stereotype are significantly higher than thenational norm.Among post-90college students’ self consistency, there is obviousdifference in gender, grade, major, and whether the only child, but no obvious differencein the origin of students, parents’ educational background.3. The level of post-90college students’ interpersonal trust is low, and theproportion above75scores (in median theory group) is far lower than the median scores.The sample mean is significantly lower than the median theory group. Among post-90college students’ interpersonal trust, there is obvious difference in gender, grade, but nosignificant differences in their major, the origin of students, whether the only child ornot, and parents’ educational background.4. Different factors of parenting style has different effects on post-90collegestudents’ self harmony and interpersonal trust. On the whole, the positive parentingstyle produces positive effects on College Students’ self harmony and interpersonaltrust.While, negative parenting styles exerts bad effect on College Students’ selfharmony and interpersonal trust. Disharmony of self experience are the significantpredictors for post-90s college students’ interpersonal trust.5. In addition to the direct effects of parental rearing styles on post-90collegestudents’ self harmony and interpersonal trust, his father’s emotional warmth andunderstanding factors also has indirect influence on the level of interpersonal trust.through the dimension of disharmony of self experience.