本研究从学生的家庭环境着手,探讨不同类型的父母教养方式与初中生学业自我效能感的关系。对天津市某中学297名初中生调查分析的结果表明:1初中生体会父母最多的是情感温暖理解的教养方式,依次是过度保护,过度干涉,偏爱被试,体会父亲最少的是拒绝与否认的教养方式,体会母亲最少的是惩罚和严厉的教养方式。2父母对男生采取了更多的惩罚严厉、过分干涉、过度保护和拒绝否认的教养方式。3父亲对初一年级学生采用了更多情感温暖理解的教养方式,对初二和初三学生采用了更多的惩罚严厉,拒绝、否认的教养方式,对不同年级的学生采用一致的过度保护和偏爱被试的教养方式。4初一的学业能力效能感和学业行为效能感显著强于初二和初三。5初中生体会父母情感温暖理解的教养方式越多,其学业自我效能感越高;体会父亲惩罚严厉的教养方式和母亲拒绝否认的教养方式越多,其学习能力效能感越低;体会父亲过度保护的教养方式越多,其学习行为效能感越高。 This study starts from the student’s family environment and explores the relationship between different types of parental rearing styles and junior high school students’ academic self-efficacy. A survey of 297 junior high school students in a middle school in Tianjin shows that: 1 Junior high school students who experience most of their parents are reeducation-based ways of emotional warmth, followed by over-protection and over-intervention, preferring to be tested, and refusing or denying the least The way of rearing education, experience the mother is the least punishment and harsh rearing. 2 Parents take more punitive punishment for boys, over-interference, over-protection and denial of parenting. 3 For the first grade students, the father adopted more parenting styles of emotional understanding and warmth, adopted more punishments for the first two days and the third year students, refuted or denied parenting styles, and adopted consistent over-protection for students in different grades And preference for the subjects of parenting. 4 first day academic performance efficacy and academic performance was significantly stronger than the second and third days. 5 junior high school students to understand the emotional warmth of parents to understand the more ways of reunification, the academic self-efficacy is higher; experience father punish harsh parenting methods and mothers refused to deny the more nurturing, the lower the efficacy of their learning ability; The more ways of protection education, the higher the efficiency of learning behavior.