留守初中生社会关系网络、自尊、情绪智力与社会创造性的关系

发布时间：2018-07-24 17:49

【摘要】：随着经济的快速发展以及城市化进程地不断推进,越来越多的农民选择进城打工,造成他们的子女被迫与父母分离,这就形成了一个特殊的群体——留守儿童。近几年留守儿童的发展状况受到越来越多研究者的关注,心理学界对留守儿童的研究也取得了很多成果。本研究选取湖北省留守儿童聚集地某中学初一、初二年级各6个班共582名初中生,探讨不同留守类型初中生的社会关系网络、自尊、情绪智力和社会创造性的现状以及相互之间的关系。研究工具包括：亲子亲合量表、中文版关系质量问卷、同伴关系问卷、自尊量表、情绪智力量表和小学社会创造性倾向问卷。本研究研究结果如下： (1)初中生亲子亲合水平具有显著的性别差异,且男生高于女生；父母双方外出初中生祖父的祖孙支持显著高于父母一方在家的初中生；父母双方外出初中生祖母消极维度显著高于非留守初中生； (2)父母双方外出的初中生的社会创造性总分以及威信或同伴影响力、问题解决特质或冲突解决能力和坚毅进取性维度得分显著高于父母双方在家的非留守初中生； (3)初中生他人情绪评估的能力存在显著的年级差异,初二学生高于初一学生；情绪智力、对他人的情绪评估存在留守类型的显著差异,父母双方外出的初中生显著高于父母一方外出的初中生；女生的情绪智力、情绪运用和情绪控制维度存在留守类型的差异；非留守初中男生的情绪智力总分、自我情绪评估、情绪运用、情绪控制显著高于非留守初中女生； (4)在父母双方都外出时,初中生的自尊、情绪智力和祖母的支持可以显著预测社会创造性；在父母一方外出时,初中生的自尊、情绪智力和祖父的支持可以显著预测社会创造性；在父母都在家时,初中生的自尊、情绪智力和父亲的亲子亲合可以显著预测社会创造性； (5)父母双方外出时,初中生的自尊、父亲的亲子亲合和祖母的支持能够正向预测其情绪智力；父母一方外出时,初中生的自尊、母亲的亲子亲合能够正向预测其情绪智力；父母都在家时,初中生的自尊和祖父的祖孙支持能够正向预测情绪智力,同伴拒绝能够负向预测情绪智力； (6)不同留守类型初中生的情绪智力均在人际关系网络、自尊与社会创造性之间的关系中起部分中介作用。
[Abstract]:With the rapid development of economy and the continuous promotion of urbanization, more and more farmers choose to work in cities, resulting in their children being forced to separate from their parents, which has formed a special group-left-behind children. In recent years, more and more researchers pay attention to the development of left-behind children. In this study, 582 junior high school students were selected from a middle school in Hubei Province, where the left-behind children gathered in 6 classes each, to explore the social network and self-esteem of junior high school students with different left-behind types. The present situation of emotional intelligence and social creativity and the relationship between them. The research tools include: parent-child affinity scale, Chinese version relationship quality questionnaire, peer relationship questionnaire, self-esteem scale, emotional intelligence scale and primary school social creative tendency questionnaire. The results are as follows: (1) the level of parent-child affinity of junior high school students has significant gender differences, and boys are higher than girls; The negative dimension of grandmother was significantly higher than that of non-left-behind junior high school students. (2) the total score of social creativity and prestige or peer influence of junior high school students who both parents went out were significantly higher than those of non-left-behind junior high school students. The scores of problem-solving trait or conflict resolution ability and perseverance and enterprising dimension were significantly higher than those of non-left-behind junior high school students whose parents were at home; (3) there was significant grade difference in the ability of emotional evaluation of junior high school students. There was significant difference in emotional intelligence between the two junior high school students and the emotional evaluation of others. The emotional intelligence of female students was significantly higher than that of the junior high school students whose parents were out, and the emotional intelligence of the female students was significantly higher than that of the junior high school students whose parents were out. There were significant differences in emotional use and emotional control between non-left-behind junior high school students and non-left-behind junior middle school students. The total scores of emotional intelligence self-evaluation emotional control and emotional control of non-left-behind junior middle school students were significantly higher than those of non-left-behind junior middle school girls. (4) when both parents were out, the self-esteem, emotional intelligence and grandmother's support of junior high school students could significantly predict social creativity, and the self-esteem of junior high school students when one parent was away, Emotional intelligence and grandfather's support can significantly predict social creativity; when parents are at home, junior high school students' self-esteem, emotional intelligence and father's parent-child affinity can significantly predict social creativity; (5) when both parents go out, Junior high school students' self-esteem, paternal affinity and grandmother's support can positively predict their emotional intelligence; when one parent goes out, the self-esteem of junior high school students, the affinity of mother and child can positively predict their emotional intelligence; when both parents are at home, the self-esteem of junior high school students can be positively predicted. Junior high school students' self-esteem and grandfather's grandchild support can predict positive emotional intelligence, peer refusal to predict emotional intelligence negatively. (6) emotional intelligence of different left-behind junior high school students are all in interpersonal network. The relationship between self-esteem and social creativity plays an intermediary role.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2

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