目的：了解深圳市中学生忽视现况,并探讨该状况与父母教养方式间的关系。
方法：采用方便抽样的方式选取深圳市城中村和非城中村的初中、高中学校各1所,共4所学校。而后采取分层随机整群抽样的方法,每校每年级各随机抽取2个班级,共计12个班级。再选择整个班级的学生作为调查对象,采用人口学资料问卷、中学生忽视评价调查问卷、父母养育方式评价量表进行调查。
结果：共调查1 019名青少年,回收有效问卷995份,有效回收率为97.6%。995名中学生中有331人受到忽视,总忽视率为33.3%,总忽视度为50.87。不同性别、年级、户籍、生源、父母学历、家庭构成及与父母关系的忽视率差异均有统计学意义（p<0.05）。在父亲和母亲的惩罚严厉、拒绝否认2种教养方式下,中学生忽视得分高于全国常模,且差异均有统计学意义（p<0.05）。对所调查的中学生父母教养方式进行分析发现,未受忽视组被试在父亲和母亲情感温暖的教养方式评分上得分较高且差异具有统计学意义（p<0.05）。
结论：父母在家庭生活中应重视与子女的交流,情感温暖的教养方式能大大降低子女受到忽视的感受。学校和社会应积极指导家长掌握正确的亲子交流方法,做到“家-校-社”协同育人。家长应加强与学校的联系,努力学习教养方式的知识技能,提升教养水平。

Objective: To understand the current situation of neglect among middle school students in Shenzhen and explore the relationship between neglect and parenting styles.
Methods: A convenience sampling method was used to select one middle school and one high school from both urban villages and non-urban village areas in Shenzhen, totaling four schools. Stratified random cluster sampling was then employed, selecting two classes per grade from each school, covering grades 7-9 for middle schools and grades 10-12 for high schools, resulting in a total of 12 classes. Students from these classes were surveyed using demographic questionnaires, the Middle School Students’ Neglect Evaluation Questionnaire, and the Parenting Style Evaluation Scale. and scale were used to investigate the current state of neglect among middle school students in Shenzhen and analyze the parenting styles.
Results: Out of 1 019 teenagers surveyed, 995 valid questionnaires were collected, with an effective response rate of 97.64%. Among the respondents, 331 students experienced neglect, with an overall neglect rate of 33.27% and a neglect score of 50.87. There were statistically significant differences in neglect rates among different groups, including gender, grade level, household registration, source of admission, parental education level, family type, and parental relationship (p<0.05). Scores for ‘strict punishment’ and ‘denial or refusal’ parenting styles by both fathers and mothers were higher than the national average, with statistically significant differences (p<0.05). Analysis showed that students who were not neglected scored higher in the ‘emotional warmth’ dimension of both parents’ parenting styles, with statistically significant differences (p<0.05).
Conclusions: Parents should emphasize communication with their children in family life, and an emotionally warm parenting style can greatly reduce the feeling of neglect among children. Schools and society should actively guide parents to master correct parent-child communication methods and promote family-school-society collaborative education. Parents should enhance their communication with schools and strive to improve their own parenting knowledge and skills.