现代社会中，随着母亲日益投入到职场中去，父亲在子女教养中的作用逐渐被重视，家庭和社会日益期待他们扮演经济“提供者”之外的身体“照料者”和情感“照顾者”等角色，希望他们能够有更多的积极教养行为。因独特的心理发展特点及消极的刻板印象，高中生的健康发展不仅仅成为家庭重视的问题，也成为社会关注的焦点。因此，高中生幸福感与家庭中父亲的教养方式的关系就成为理论研究和社会实践层面的关注点。然而，此前研究缺少对父亲教养方式的关注，尤其是对其与高中生幸福感关系是忽视的，而且，此前对高中生幸福感的探讨更多是基于主观幸福感展开，而忽视了高中生幸福感的独特性。

在系统梳理父亲教养方式及高中生幸福感概念、理论和相关实证研究的基础上，本研究分别运用横断设计、交叉滞后设计和准实验设计，采用问卷法和实验干预的方法，采用方便取样的方法获取高中一二年级学生为研究对象，并基于父子关系的生态学拓展模型，系统探讨了父亲教养方式与高中生幸福感的关系。研究一基于581对父子研究对象修订检验了父亲自评和子女评估的两个父亲教养方式问卷，并分析了两个工具之间的相关关系；研究二基于287对基于高一高二学生及其父亲提供的配对数据建构的共同命运模型进行检验探讨了父亲教养方式与高中生幸福感的关系；研究三采用前后间隔4个月的交叉滞后设计基于364名高一高二研究对象探讨了父亲教养方式对高中生幸福感的影响；研究四基于288名高一学生研究对象采用准实验设计探讨了认知取向和积极心理学取向的两种不同干预策略对子女感知到的父亲教养方式及高中生幸福感影响的效果。

当前研究的主要结论概括如下：

父亲自评和子女他评的父亲教养方式问卷均具有稳定的三因素结构，信效度良好，且对应维度间具有正相关性，此外，父子间在父亲教养方式和幸福感上均具有正相关性；

权威型父亲教养方式与幸福感的相关关系与此前发现一致，为显著正相关关系，而威权型教养方式与幸福感是正相关关系，与深层幸福感的社会资本和热爱学习维度为负相关关系，溺爱型教养方式与权威型教养方式同幸福感的关系模式类似；交叉滞后分析发现，父亲权威型教养方式正向预测了社会资本和热爱学习及主观幸福感，负向预测了积极错觉；威权型教养方式负向预测了社会资本，正向预测了主观幸福感；溺爱型教养方式正向预测了社会资本和主观幸福感，负向预测了积极错觉，并同时被积极错觉所预测；

关系水平上的父亲权威型教养方式与高中生幸福感的相关与个体水平上二者的相关差异不显著，而威权型教养方式及溺爱型教养方式与幸福感的关系在关系水平和个体水平上的差异达到显著，这表明这一结果容易受到共同评分者偏差影响；

子女性别、父亲受教育水平、父亲收入水平和夫妻关系品质等变量对父亲教养方式与高中生幸福感的关系具有显著的调节作用；

积极心理学取向的干预效果显著优于认知取向的干预效果，不仅能够显著改善高中生感知到的父亲威权型教养方式及深层幸福感和主观，而且能改变父亲威权型教养方式的改变量与幸福感改变量的关系，认知取向的干预效果只在威权型教养方式与主观幸福感的关系上达到显著。

本研究的创新主要体现在：获取并分析了父子分别报告的教养方式与高中生幸福感数据使研究生态效度更高；除主观幸福感外，本研究还考察了更符合高中生的深层幸福感；共同命运模型分析、交叉滞后分析及协方差分析为本研究提供了可靠的结论；干预研究对高中生感知到的父亲教养方式与幸福感的关系有了更准确的认识。

In modern society, as mothers increasingly immerse themselves in their career, the role that fathers play in children’s upbringing is gradually being taken seriously. The family and the society increasingly expects them to play more roles as physical caregivers and emotional caregivers besides their role as economic providers, and hopes that they can have more positive parenting behaviors promoting children’s positive growth. Because of their unique developmental psychological characteristics, mental health status and their negative stereotypes, including well-being, the healthy growth of high school students have not only become focuses of their families, but also become the focus of the whole society. Therefore, the relationship between the father’s parenting style and the high school students’ well-being has become the central issue of theoretical research and social practice. However, previous studies have paid little attention to the paternal parenting styles and their similarities and differences with maternal parenting styles, especially the relationship between paternal parenting styles and the well-being of middle school students. Even so, previous explorations on high school students’ well-being were mostly based on subjective well-being, neglecting specific aspects of happiness mainly pertaining to their learning and social relationships.

In order to better explore the relationship between paternal parenting style and high school students’ well-being, based on the expanded ecological model of father-child relationships, the current study built its frame and model. Based on systematically combing the concept, theory, model and research results of paternal parenting style and high school students’ well-being, using cross-sectional design, cross-lagged research design and quasi-experimental research, this study adopts the questionnaire method and experimental method, and gets the senior school students as participants through convenient sampling, and based on the expanded ecological model of father-child relationships, this paper systematically studies the relationship between paternal parenting style and high school students’ well-being. In study Ⅰ, 581 pairs of father and son were adopted as participants to revise and test two paternal parenting style questionnaires through father’s self-rating and children’s rating, and analyzed the relationship between the two tools, providing a suitable research tool for subsequent research; In study Ⅱ, a cross-lagged research design with a four-month interval was used to explore the influence of paternal parenting style on the adolescents’ well-being based on 364 senior school students in the first two grades. Study Ⅲ examined the model built on the common fate model through the paired data provided by 287 pairs of senior school students and their fathers, and explored the relationship between paternal parenting style and the high school students’ well-being; Based on 288 students in first grade in senior school, study IV explored the effects of two intervention strategies of cognitive orientation and positive psychology orientation on paternal parenting style and children’s well-being using a quasi-experimental design. 

The main conclusions of this article are summarized as follows:

Both self-reported and reported by high school students paternal parenting style questionnaires have stable structures of three factors, and have good reliability and validity, and the corresponding dimensions are positive correlated. Furthermore, every paternal parenting style and happiness reported by fathers and children positively correlated.

The authoritative parenting style positively correlated with happiness, which echoed previous findings, however, authoritarian parenting style positively correlates with the positive positively correlated with well-being, negatively correlated with social capital and love of study both of which belong to deep well-being, the relationship between the indulgent parenting style and happiness is the same as the relationship between the authoritative parenting style and happiness. The findings of cross-lagged regression analysis showed that paternal authoritative parenting style positively predicted the social capital, love of study and subjective well-being, and negatively predicted the positive illusion; Authoritarian parenting style negatively predicted social capital and positively predicted subjective well-being; The indulgent parenting style positively predicted social capital and subjective well-being, and negatively predicted positive illusion and was predicted by positive illusion at the same time.

The relationship between paternal authoritative parenting style and high school students’ well-being at the level of dyadic correlation reached significance, and so did the relationship at the individual level, while the relationship between authoritarian parenting style and well-being at the individual level is not significant, which means that the results reported by children or fathers were not affected by same reporter variance bias. The findings means that the previous within-reporter correlations contain variance that is not necessarily biased but may instead more accurately be ascribed to views that are shared by father and son.

Based on the paired data reported by parent and child, he high school students’ gender, the father’s education level, the household income level and the quality of marital relationship all played as a moderator in the relationship between paternal parenting style and well-being.

The intervention effect of the strategy oriented by positive psychology is significantly better than that of the strategy oriented by cognitive psychology, and the strategy oriented by positive psychology not only significantly improved paternal authoritarian parenting style perceived by high school students and deep well-being and subjective well-being, but also significantly promoted the relationship between the variation of paternal authoritarian parenting style and the variations of subjective well-being and deep well-being, while the intervention effect of the strategy oriented by cognitive psychology only play a remarkable role in the relationship between the variation of paternal authoritarian parenting style and the variations of subjective well-being.

The innovations of this study are as follows: the current research has obtained and analyzed data on paternal parenting styles and high school students’ happiness reported separately by fathers and sons, which enhances the ecological validity of the research; in addition to subjective well-being, this study also examined the deep well-being that is more applicable to high school students; the findings of the common fate model, cross-lagged correlation paradigm, and analysis of covariance provided more reliable conclusions for this study; the intervention study has provided a more accurate understanding of the relationship between paternal parenting style and well-being perceived by high school students.