受欺负初中生学校适应性的弹性发展及干预

发布时间：2018-01-16 07:38

本文关键词：受欺负初中生学校适应性的弹性发展及干预　出处：《山西医科大学》2017年硕士论文　论文类型：学位论文

【摘要】：目的:调查当前在校初中生的受欺负情况,了解受欺负初中生的学校适应性现状,探讨父母教养方式、自尊水平对受欺负初中生学校适应性弹性发展的影响;研究自尊团体心理辅导对受欺负初中生学校适应性及自尊水平的作用。对象:调查研究采取分层整群随机抽样法,选取某市四所初中、32个班的初中生为研究对象,以班级为单位进行团体施测。干预研究从调查研究的受欺负初中生学校适应性非弹性组中随机抽取80名同学为研究对象,分为干预组和对照组。方法:(1)调查研究:采用问卷调查法,将《一般情况调查表》、《初中生学校适应问卷》、《父母教养方式量表》、《Olweu儿童欺负问卷(初中版)》受欺负分量表、《罗森伯格自尊量表》作为本调查研究的工具。研究内容包括:初中生受欺负行为的基本特点、受欺负初中生的学校适应性及相关因素的特点、受欺负初中生学校适应性的弹性发展研究。(2)干预研究:根据调查研究结果设计符合受欺负初中生心理需求的自尊团体辅导方案,对干预组进行为期两个月共8次的自尊团体心理辅导课程,每周一次,每次约90分钟。对照组学生不参加该团体心理辅导课程。结果:1、调查研究结果:(1)所调查的学生群体中受欺负的有832人,占所调查的学生比例为50.03%。不同性别和年级学生的受欺负情况存在显著差异(性别:χ~2=66.875,p0.001;年级:χ~2=21.748,p0.001)。不同性别和年级学生的受欺负类型存在显著差异(p0.05)。(2)受欺负初中生的常规适应在性别上有显著差异(p0.05);除同伴关系维度外,学校适应总分及其他维度在年级上有显著差异(p0.05);除师生关系和常规适应外,学校适应总分及其他维度在家庭经济情况上有差异(p0.05)。(3)非受欺负初中生在学校适应性总量表及各个分量表上的得分均显著高于受欺负初中生(p0.01);除了父亲过度保护因子以外,受欺负初中生与非受欺负初中生的父母教养方式存在显著差异(p0.001);非受欺负初中生在自尊量表上的得分显著高于受欺负初中生(t=4.987,p0.001)。(4)除父亲过度保护因子以外,弹性发展组与非弹性组的父母教养方式存在显著差异(p0.05);弹性发展组在自尊量表上的得分显著高于非弹性发展组(t=-7.994,p0.001)。(5)自尊在父亲拒绝、情感温暖、母亲情感温暖对学校适应的影响中起到部分中介作用,在母亲过度保护对学校适应的影响中起到完全中介作用。2、干预研究结果:(1)自尊的组内比较,干预组前后测存在显著差异(t=-7.185,p0.001),对照组无显著差异(p0.05);组间比较,干预组自尊量表上得分的增值显著高于对照组(t=4.335,p0.001)。(2)学校适应性的组内比较,干预组学校适应总量表(t=-3.516,p0.01)、学校态度与情感(t=-2.494,p0.05)和同伴关系(t=-4.221,p0.001)各维度前后测存在显著差异,对照组无显著差异(p0.05);组间比较,干预组学校适应总量表(t=2.895,p0.01)及学校态度与情感(t=2.203,p0.05)和同伴关系(t=3.585,p0.01)各维度上得分的增值显著高于对照组,其他维度无显著差异(p0.05)。研究结论:(1)初中生受欺负状况具有普遍性,受欺负发生率和受欺负类型存在性别和年级差异。(2)父母教养方式和自尊是影响受欺负初中生学校适应弹性发展的重要因素,且父母教养方式、自尊、学校适应弹性水平三者之间存在显著相关。(3)自尊在父亲拒绝、父亲情感温暖、母亲情感温暖对学校适应的影响中起到部分中介作用,在母亲过度保护对学校适应的影响中起到完全中介作用。(4)本研究设计的自尊团体辅导可以显著改善受欺负初中生的自尊水平,并通过自尊水平的改善提高其学校适应,但该团体辅导对提高学业适应、师生关系和常规适应作用不显著。
[Abstract]:Objective: To investigate the current junior middle school students being bullied, understand bullied school adaptability of the junior middle school students, to explore the parenting style, self-esteem level of victimization of junior middle school students adaptability flexible development; Study on self-esteem of group counseling on bullying school adaptability and self-esteem. Research object: take stratified random sampling method, selected from four junior high school, 32 classes of junior high school students as the research object, the questionnaire to the class as a unit. The intervention study from the investigation of junior high school students being bullied school adaptability inelastic group were randomly selected 80 students as the research object, divided into intervention group and control group. Methods: (1) research: using the method of questionnaire survey, the general situation questionnaire < >, < school adaptation questionnaire >, < EMBU > as the research. The research contents include: the basic characteristics of bullying behavior of junior middle school students, the characteristics of school bullying adaptability and related factors, research and development of elastic bullied school adaptability. (2) intervention study: according to the investigation and research the results meet the design of self-esteem group counseling program bully junior high school students' psychological needs, curriculum self-esteem group counseling for two months a total of 8 times in the intervention group, every week, every 90 minutes. The control group students do not participate in the group counseling courses. Results: 1. The research results: (1) the survey of students being bullied have 832 people, accounting for the proportion of students for the 50.03%. of different gender and grade student victimization are significant difference (gender: X ~2=66.875, p0.001 x ~2=21.748, p0.00 grade; 1). There were significant differences in different gender and grade students' bullying type (P0.05). (2) victimization of junior high school students to adapt to the conventional significant differences in gender (P0.05); in addition to peer relation, school adjustment score and other dimensions have significant difference in grade (P0.05); in addition to the relationship between teachers and students and the conventional adjustment, school adjustment score and other dimensions there are differences in the family economic situation (P0.05). (3) non victimization of junior high school students in school adaptability of total scale and each subscale scores were significantly higher than junior high school students being bullied (P0.01); in addition to father's over protection factor, there are significant differences by junior high school students and non bullying victimization of junior high school students' parental rearing pattern (p0.001); non victimization of junior high school students in self-esteem scores were significantly higher than that of victimization of junior high school students (t=4.987, p0.001). (4) in addition to father's over protection factor, elastic and non Development Group There are significant differences in elastic group parenting style (P0.05); flexible development group on the self-esteem scale score was significantly higher than that of non elastic development group (t=-7.994, p0.001). (5) self-esteem in emotional warmth, father refused to play the part of the intermediary role influence of mother's emotional warmth on school adjustment, the mother's excessive the protection effect on school adaptation plays a completely mediating role.2, intervention study results: (1) high self-esteem group, the intervention group before and after the test there are significant differences (t=-7.185, p0.001), the control group had no significant difference (P0.05); comparison between groups, the intervention group added self-esteem scale was significantly higher than that of the control group (t=4.335, p0.001). (2) comparison of school adaptation within the group, the intervention group to total scale (t=-3.516, P0.01), the school attitude and emotion (t=-2.494, P0.05) and peer relationship (t= -4.221, p0.001) dimensions there are significant differences before and after the test, the control group Significant differences (P0.05); comparison between groups, the intervention group to total scale (t=2.895, P0.01) and the school attitude and emotion (t=2.203, P0.05) and peer relationship (t=3.585, P0.01) the value of each dimension scores significantly higher than the control group, no significant difference in other dimensions (P0.05). Conclusions: (1 junior middle school students) bullying situation is universal, the incidence of bullying and victimization are different gender and grade types. (2) parenting style and self-esteem are affected by bullying school to adapt to the important factors of the development of flexible, self-esteem and parental rearing style, there is a significant correlation between the school level three (flexible. 3) self-esteem in the father refused, father's emotional warmth, play the part of the intermediary role influence of mother's emotional warmth on school adjustment, in the mother's over protection effect on school adaptation plays a completely mediating role. (4) the design of self esteem group Physical education can significantly improve the self-esteem level of the bullied junior middle school students, and improve their school adjustment through the improvement of self-esteem level. However, the group counseling has no significant effect on improving academic adaptation, teacher-student relationship and routine adaptation.

【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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