父母心理控制是以自身经验标准为核对孩子的内在活动进行操纵，强迫其 父母心理控制是以自身经验标准为核对孩子的内在活动进行操纵，强迫其 顺从父母的 要求而限制其独立自主发展消极 教养方式 ，可以分为依赖导向心理 ，可以分为依赖导向心理 控制和成 就导向心理控制。社交焦虑指个体在人际环境中产生验的苦恼程度，过高 就导向心理控制。社交焦虑指个体在人际环境中产生验的苦恼程度，过高 就导向心理控制。社交焦虑指个体在人际环境中产生验的苦恼程度，过高 就导向心理控制。社交焦虑指个体在人际环境中产生验的苦恼程度，过高 将对个体的社会功能产生影响。由于两种导向 将对个体的社会功能产生影响。由于两种导向 的心理控制 表现不同，因此在对 表现不同，因此在对 社交焦虑的 预测作用上也存在其内的独特机制 。因此了解两种导向心理控制 对社交焦虑的影响机。因此了解两种导向心理控制 对社交焦虑的影响机有着重要研究意义。 从心理控制的分类特点入手，本研究选择了 从心理控制的分类特点入手，本研究选择了 从心理控制的分类特点入手，本研究选择了 既与家庭环境有关又涵盖 个体人际发展特征的变量 即自我分化作为中介变量，探究其具体的影响机制。
基于此， 本研究将自我分化多个维度的发展水平纳入其中， 作为依 赖导向心理控制和 赖导向心理控制和 成就导向心理控制对社交焦虑影响的中介变量， 验证 依赖导向和成就心理控制与大学 生社交焦虑的关系，及自我分化在其中作用机制。
本研究采用 问卷调查法，利用依赖导向与成就心理控制、大学生自我分化量 表及交往焦虑量，分别对 表及交往焦虑量，分别对 307 名大学生的心理控制、自我分化及社交焦虑水平进行测 名大学生的心理控制、自我分化及社交焦虑水平进行测 名大学生的心理控制、自我分化及社交焦虑水平进行测 量分析。
本研究的 结论如下：
（1）依赖导向和成就心理控制均能显著正预测社交焦虑程度。
（2）依赖 导向心理控制显著负预测自我分化其各维度的水平。
（3）成就 导向心理控制显著负预测自我分化除位置外三个维度的水平。
（4）自我分化的位置和情感断绝维度对社交 焦虑有显著负向预测作用。
（5）自我分化的位置和情感断绝维度在依赖导向心理控制与社交焦虑之间起到部 ）自我分化的位置和情感断绝维度在依赖导向心理控制与社交焦虑之间起到部 分中介 作用；自我化的情感断绝维度在成就导向心理控制与社交焦虑间起到部。
以上结果表明，父母心理控制 对社交焦虑有着重要的预测作用而两类导向也对于社交焦虑有着不同的 机制，自我分化自我位置 维度在其中展示出不同的中介作用。

Parental psychological control is a negative parenting mode in which parents manipulate children's inner psychological activities with their own experience standards as the core, forcing them to comply with their parents' requirements and limiting their independent development. It can be divided into dependence-oriented psychological control and achievement-oriented psychological control. Social anxiety refers to the degree of anxiety experienced by individuals in interpersonal environment. Excessive social anxiety will affect individual social functions. Due to the different performance of psychological control in the two orientations, there is a unique internal mechanism in the prediction of social anxiety. Therefore, it is of great significance to understand the inner mechanism of two kinds of psychological control on social anxiety. Starting from the classification characteristics of psychological control, self-differentiation, a variable related to family environment and influencing individual interpersonal development, was selected as an intermediary variable to explore the specific influencing mechanism

Based on this, this study was supposed to include the development level of multiple dimensions of self-differentiation as the mediating variable to test the relation of dependency-oriented psychological control and achievement-oriented psychological control to social anxiety among college students, and verify the relationship between dependency-oriented and achievement-oriented psychological control and social anxiety of college students, as well as the mechanism of self-differentiation.

In this study, the levels of psychological control, self-differentiation and social anxiety of 307 college students were measured and analyzed by using the dependency oriented and achievement oriented psychological control questionnaire, college students' self-differentiation scale and Social anxiety Scale.

The conclusions of this study are as follows:

(1) Dependency-oriented and achievement-oriented psychological control can significantly positively predict the degree of social anxiety.

(2) Dependency-oriented psychological control significantly negatively predicted the levels of self-differentiation in different dimensions.

(3) Achievement-oriented psychological control significantly negatively predicted the levels of self-differentiation in three dimensions except I-position.

(4) I-position and emotional cutoff had significant negative predictive effects on social anxiety.

(5) I-position and emotional cutoff played a partial mediating role in the relationship between dependence-oriented psychological control and social anxiety. The emotional cutoff partially mediated the relationship between achievement-oriented psychological control and social anxiety

These results indicate that parental psychological control plays an important role in predicting social anxiety, and the two types of directed psychological control also have different mechanisms for social anxiety, and the I-position dimensions of self-differentiation shows different mediating effects.