童年中晚期自尊的发展轨迹：同伴关系及学业适应的作用

发布时间：2018-04-15 12:18

本文选题：自尊 + 同伴关系　；参考：《上海师范大学》2017年硕士论文

【摘要】：童年中晚期是儿童人格发展的重要时期,这一时期儿童不仅要面临升学的压力,同时也要为进入青春期做好准备。自尊指的是儿童在社会化过程中获得的有关自我价值的积极评价和体验,其发展水平与儿童的心理健康关系密切。本研究采用追踪数据对3到6年级儿童自尊的发展趋势及其性别差异进行了分析,同时基于自尊发展的社会计量器理论探讨了同伴关系对自尊发展轨迹的影响;为探寻儿童中晚期自尊发展的个体差异,又进一步对自尊的发展轨迹进行了异质性分析,探索童年晚期自尊发展的轨迹是否存在不同亚组;最后基于中国文化背景下学业适应在中小学教育中的重要作用,探讨了学业适应对自尊发展轨迹亚组分类的预测作用。研究得到以下几方面结果:(1)童年中晚期自尊整体呈增长趋势,其中女生自尊的起始水平高于男生;但女生自尊的增长比男生更缓慢;(2)同伴接纳程度越高,自尊的发展水平越高,同伴关系对于自尊的发展具有明显的促进作用;(3)童年中晚期自尊的发展轨迹可以分为3个亚组:高上升组、中缓慢下降组、低快速下降组,其中大多数儿童自尊属于高上升组(70.69%);(4)学业适应可以显著预测童年中晚期自尊的发展轨迹亚组分类。与中缓慢下降组相比,学习问题水平越高,儿童归属于高上升组的可能性越小;学业成绩越好,儿童归属于高上升组的可能性越大;(5)学业成绩与童年中晚期自尊的亚型关联存在显著性别差异。学业成绩表现对女生自尊发展的影响要显著大于对男生自尊发展的影响,学业成绩越好,相对于男生,女生属于低快速下降组的可能性更大。
[Abstract]:The middle and late childhood is an important period for the development of children's personality. In this period, children should not only face the pressure of going to school, but also prepare for puberty.Self-esteem refers to the positive evaluation and experience of self-worth acquired by children in the process of socialization, whose development level is closely related to children's mental health.This study uses tracking data to analyze the development trend and gender difference of self-esteem of children in grades 3 to 6. At the same time, based on the social metering theory of self-esteem development, the influence of peer relationship on the development track of self-esteem is discussed.In order to explore the individual differences in the development of children's self-esteem in the middle and late stages, the heterogeneity of the development track of self-esteem was further analyzed, and the existence of different subgroups of the trajectory of the development of self-esteem in the late childhood was explored.Finally, based on the important role of academic adaptation in primary and secondary education under Chinese cultural background, this paper discusses the predictive effect of academic adaptation on subgroup classification of self-esteem development trajectory.The results of the study were as follows: (1) the overall self-esteem of middle and late childhood showed an increasing trend, in which the initial level of self-esteem of girls was higher than that of boys, but the increase of self-esteem of girls was slower than that of boys.) the higher the degree of peer acceptance, the higher the level of development of self-esteem.Peer relationship plays a significant role in promoting the development of self-esteem. The development track of self-esteem in middle and late childhood can be divided into three subgroups: high rising group, moderate and slow descending group, low and fast descending group.Most of the children's self-esteem belongs to the high rise group (70.69) academic adaptation can significantly predict the development of childhood self-esteem subgroup classification.The higher the level of learning problems, the less likely the children were to belong to the high rise group, and the better their academic performance was, compared with the moderate and slow decline group.The higher the probability of children belonging to the high rise group the more significant gender difference was found between academic achievement and subtype of self-esteem in middle and late childhood.The effect of academic performance on the development of girls' self-esteem was significantly greater than that on boys' self-esteem development. The better the academic performance, the more likely girls were to belong to the group of low and rapid decline compared with boys.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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