本文深入剖析了“恋爱脑”这一新兴文化现象,探讨“恋爱脑”的表现、原因及影响,并从情感教育的角度提出应对措施。“恋爱脑”常常以爱情为中心,表现为情绪频繁波动、不配得感、自我牺牲式的付出和对伤害的过度容忍。“恋爱脑”的成因包括个人的依恋风格、消极自我概念、非理性信念以及家庭、教育和网络环境的影响。为了应对这一现象,应从情感教育进行应对,加强个人的自我情感教育,提升情感识别与表达能力;改善家庭情感教育,通过父母的积极示范和沟通,培养子女的健康情感观念;学校应设计系统化的情感教育课程,提供心理咨询服务;网络平台需加强情感教育内容的筛选和监管,提升公众的网络素养。这些措施旨在帮助青少年建立稳固和健康的恋爱观念,预防因感情问题导致的心理问题和悲剧事件,对个人成长和社会稳定具有重要意义。This paper delves into the emerging cultural phenomenon of the “love-obsessed mentality” (referred to as “romantic brain”), examining its manifestations, causes, and impacts, and proposes strategies for addressing it through emotional education. The “love-obsessed mentality” is characterized by an excessive focus on romantic relationships, frequent emotional fluctuations, feelings of unworthiness, self-sacrificial behaviors, and an undue tolerance of harm. The causes of this mentality include individual attachment styles, negative self-concepts, irrational beliefs, and influences from family, educational, and online environments. To counteract this phenomenon, strategies should focus on enhancing emotional education at various levels: strengthening personal emotional education to improve emotional recognition and expression skills;improving family emotional education by fostering positive modeling and communication from parents to cultivate healthy emotional perspectives in children;schools should design systematic emotional ed
目的:为探究“00后”大学生父母教养方式、恋爱观与恋爱压力的关系及相关性。方法:采用问卷法对某高校854名“00后”大学生进行调查,采用半结构式访谈法,对50名大学生进行访谈,探究大学生父母教养方式、恋爱观与恋爱压力的影响因素。采用《简式父母教养方式量表》《大学生恋爱观问卷》和《恋爱压力量表》和施测。结果:1) 父母教养方式的父亲拒绝、父亲情感温暖及母亲过度保护维度可以正向预测大学生恋爱观(p Purpose: To investigate the relationship and correlation between parenting styles, relationship concepts and relationship stress among “post-00” college students. Methods: A questionnaire was used to survey 854 “post-00” college students in a university, and semi-structured interviews were conducted with 50 college students to investigate the influencing factors of parenting styles, relationship concepts and relationship stress among college students. The questionnaire on college students’ outlook on relationships, the Relationship Stress Scale, and the Simplified Parenting Style Scale were used to administer the survey. Results: 1) The father rejection, father emotional warmth and mother overprotection dimensions of parenting styles positively predicted college students’ romantic outlook (p < 0.05), with an explanation rate of 19%. 2) There is a significant positive correlation between parenting styles and romantic outlook of “post-00” college students (p < 0.05). 3) There is a significant positive correlation between relationship stress of “post-00” college students and parenting styles and their rejection, emotional warmth, and overprotection dimensions (p < 0.01). Conclusion: 1) The romantic outlook of “post-00” college students is characterized by “ideal mate selection criteria, materialistic relationship motivation, exclusionary attachment tendency, and open sexual behavior”. 2) The parenting styles of the “post-00” college student
采用问卷调查的方法来收集资料,以此为基础分析“00后”大学生恋爱观现状,发现“00后”大学生恋爱观具有对恋爱态度更加谨慎、恋爱动机较为理性、恋爱和婚姻分离和对婚前性行为包容性更强四个特点。为促进“00后”大学生的健康成长,应从学校和家庭两个层面来构建“00后”大学生恋爱观发展支持体系,对“00后”大学生的恋爱观良性引导其中需要注意的方面。Using the method of questionnaire survey to collect data, the current situation of “post-00s” college students’ outlook on love was analyzed, and it was found that the “post-00s” college students’ outlook on love had four characteristics: more cautious attitude towards love, more rational motivation for love, separation of love and marriage, and greater inclusiveness of premarital sex. In order to promote the healthy growth of “post-00s” college students, a support system for the development of “post-00s” college students’ love concept should be built from the two levels of school and family, and the aspects that need attention should be paid to the benign guidance of “post-00” college students’ love concept.
