初中生心理韧性与学校适应现状的关系研究：自我概念的中介作用

发布时间：2018-04-23 19:57

本文选题：初中生 + 心理韧性　；参考：《广西师范大学》2017年硕士论文

【摘要】：中小学生心理健康教育一直以来是提高中小学心理素质、促进其身心发展和谐的基础教育,是进一步加强和改进中小学德育工作、全面实行素质教育的重要组成部分。初中阶段的学生处于青春期发展的特殊又敏感的阶段,心理和生理方面都面临急剧的发展和挑战更值得关注。在本研究中,采用胡月琴,甘群怡(2008)针对中国青少年编制的青少年心理韧性量表(RSAC)、美国心理学家Fitts(1965)编制的田纳西自我概念量表(TSCS)、崔娜(2008)编制的初中生学校适应问卷。通过对初中生心理韧性、自我概念、学校适应的探讨,以期能为初中生在校的心理健康发展、老师开展心理健康教育工作、家长更关注孩子内心世界提供依据,使初中生更好适应学校乃至当今社会。研究的主要结论如下:1、初中生心理韧性、学校适应、自我概念在不同人口学变量上存在差异,例如:初中生心理韧性、学校适应、自我概念均在不同性别、不同年级存在差异:而在是否为独生子女方面,仅有初中生心理韧性存在差异;在不同生源地方面,仅有初中生学校适应存在差异。2、初中生心理韧性、自我概念、学校适应的各维度之间均存在明显的相关关系。其中,心理韧性的目标专注维度与学校适应的学业适应维度较同变量的其他维度相关度高,即初中生的目标越明确越有利于学业成绩的提高。心理韧性的目标专注维度与自我概念自我行动维度较同变量的其他维度相关度高,即初中生的目标越明确,自我行动能力越强。自我概念的自我行动维度与学校适应的学业适应维度较同变量的其他维度相关度高,即个体的行动力越强,对学业的帮助也越大。3、初中生心理韧性中的家庭支持维度和积极认知维度以及心理韧性总分和自我概念中的自我行动维度、自我认同维度均对学校适应进行预测。即通过对个体的家庭支持、积极程度可以有效对个体的行动力、认同程度进行预测,同时也能够对个体的学校适应程度进行预测。4、初中生心理韧性对学校适应的影响既有直接作用又有间接作用,自我概念在心理韧性与学校适应的关系之间,发挥部分中介作用。通过Bootstrap的中介效应检验与AMOS构建结构方程模型可以发现,自我概念的中介效应成立。心理韧性的目标专注维度、自我概念的自我行动维度均对学校适应的学业适应维度有影响,而心理韧性的目标专注维度对自我概念的自我行动维度也有影响,因此,在作为心理韧性与学校适应关系的中介变量情况下,自我概念起到部分中介作用的。
[Abstract]:The mental health education of primary and middle school students has always been the basic education to improve the psychological quality of primary and middle schools and promote the harmonious development of their body and mind. It is an important part of further strengthening and improving the moral education in primary and middle schools and carrying out the overall quality education. In this study, in this study, Hu Yueqin, Gan Qun Yi (2008) to Chinese Adolescent Psychological Resilience Scale (RSAC), the American psychologist Fitts (1965) of the Tennessee self-concept scale (TSCS), Cui Na (2008) compiled by the junior middle school students' school adaptation questionnaire. Through the junior middle School The main conclusions are as follows: 1, the main conclusions are as follows: 1, the junior middle school students are resilience and the school is adaptable. The self concept is different in different demographic variables, such as: junior high school students' mental resilience, school adaptation, and self-concept are in different sexes and different grades. But in the case of only child, only junior middle school students have differences in mental resilience; in different source areas, only junior high school students' school adaptation exists the difference.2, junior middle school There is a significant correlation between the dimensions of mental resilience, self concept, and the various dimensions of school adaptation. Among them, the focus dimension of mental resilience and the academic adaptation dimension of school adaptation are higher than the other dimensions of the same variable. That is, the more clear the goal of the junior middle school students is, the more conducive to the improvement of academic performance. The dimension and self concept of self action dimension are higher than the other dimensions of the same variable. That is, the more explicit the goal of the junior middle school students, the stronger the ability of self action. The self concept's self action dimension and the academic adaptation dimension of the school are higher than the other dimensions of the same variable, that is, the stronger the individual's action power, the greater the help to the study. .3, the family support dimension and positive cognitive dimension in the mental resilience of junior middle school students, the total score of mental resilience and the self action dimension in the self concept, and the self identity dimension all predict the school adaptation. Enough to predict the degree of individual school adaptation.4, junior middle school students' psychological resilience has both direct and indirect effects on school adaptation. Self concept plays a part of intermediary role between mental resilience and school adaptation. Through the medium effect test of Bootstrap and the construction of the structural equation model of AMOS, the self-concept can be found, self The mediating effect of concept is established. The objective concentration dimension of mental resilience and the self concept of self concept have influence on the academic adaptation dimension of school adaptation, while the objective concentration dimension of mental resilience also affects the self action dimension of self concept, therefore, it is a medium variable in the relationship between mental resilience and school adaptation. At the same time, the self concept plays a part of mediator.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】