山东省某市高中生自尊、人格、生活事件与学校适应的相关性研究

发布时间：2018-05-09 08:00

本文选题：学校适应 + 自尊　；参考：《山东大学》2017年硕士论文

【摘要】：目的:了解山东省某市高中生学校适应的一般状况,探讨高中生自尊、人格及生活事件对学校适应的影响。方法:本研究采取方便抽样的方法对山东省某市两所高中的1229名高中生进行抽样,采用高中生学校适应量表(SSAHSS)、高中生自尊正式量表(SSHSS)、大五人格问卷(NEO-FFI)以及中学生生活事件多维评定问卷(MLERQ)对其进行问卷调查。应用一般描述性分析、独立样本t检验、Pearson相关分析以及多元逐步回归分析的统计学方法,分析了高中生学校适应的一般状况以及自尊、人格及生活事件对学校适应的影响。结果:1.高中生学校适应的一般状况高中生学校适应总体处于一般水平,其中集体适应相对较好,师生冲突以及情绪问题相对较突出。高中生学校适应存在显著的人口统计学差异,具体表现在以下方面:(1)男生的学校适应总体水平要好于女生,并且男生在SSAHSS的学校态度、情绪适应、同伴关系以及师生冲突维度的得分均显著高于女生(p值均0.05)。(2)高一学生SSAHSS的学习适应及师生亲密维度得分显著高于高二学生,师生冲突维度得分显著低于高二学生(p值均0.05)。(3)重点高中学生在SSAHSS的学习适应以及师生亲密维度得分显著高于普通高中学生,学校态度及师生冲突维度得分显著低于普通高中学生(p值均0.05)。2.高中生学校适应与其自尊的关系SSAHSS高分组在SSHSS的学业自尊、人际自尊和社会自尊维度得分均显著高于SSAHSS低分组(p0.05)。以1229名高中生为研究对象进行Pearson相关性分析的结果显示:SSAHSS中的学习适应、师生亲密、集体适应及同伴关系维度得分与SSHSS各维度得分呈显著正相关(p0.05),SSAHSS总分与SSHSS中的学业自尊及社会自尊维度得分呈显著正相关(p0.05),SSAHSS中的情绪适应及师生冲突维度得分与SSHSS各维度得分呈显著负相关(p0.05)。3.高中生学校适应与其人格特征的关系SSAHSS高分组在NEO-FFI的外向性、开放性以及严谨性维度得分均显著高于SSAHSS低分组(p0.05),SSAHSS高分组在NEO-FFI的神经质维度得分显著低于SSAHSS低分组(p0.05)。以1229名高中生为研究对象进行Pearson相关性分析的结果显示:SSAHSS中的学习适应、师生亲密、集体适应、同伴关系维度得分及总分与NEO-FFI中的外向性、开放性、严谨性及宜人性维度得分呈显著正相关(p0.05),与NEO-FFI中的神经质维度得分呈显著负相关(p0.05);SSAHSS中的情绪适应、师生冲突维度得分与NEO-FFI中的神经质维度得分呈显著正相关(p0.05),与NEO-FFI中的外向性、开放性、严谨性及宜人性维度得分呈显著负相关(p0.05)。4.高中生学校适应与生活事件的关系SSAHSS高分组在MLERQ总分、学校生活以及同伴关系维度得分均显著低于SSAHSS低分组(p0.05)。以1229名高中生为研究对象进行Pearson相关性分析的结果显示:SSAHSS的学习适应以及师生亲密维度得分与MLERQ的家庭生活、学校生活、同伴关系以及健康成长维度得分呈显著负相关(p0.05),SSAHSS总分、集体适应以及同伴关系维度得分与MLERQ各维度得分呈显著负相关(p0.05),SSAHSS的情绪适应以及师生冲突维度得分与MLERQ各维度得分呈显著正相关(p0.05)。5.高中生学校适应的多因素分析影响学习适应的主要因素为学业自尊、生活事件、严谨性、外向性、健康成长、社会自尊以及开放性;影响师生亲密的主要因素为学业自尊、生活事件、人际自尊、神经质、开放性、学校生活以及健康成长;影响学校态度的主要因素为家庭自尊、社会自尊、人际自尊、家庭生活、外向性以及健康成长;影响情绪适应的主要因素为人际自尊、神经质、宜人性、外向性、开放性、社会自尊以及身体自尊;影响集体适应的主要因素为人际自尊、外向性、生活事件、社会自尊、宜人性、开放性、家庭自尊以及学校生活;影响师生冲突的主要因素为人际自尊、宜人性、家庭自尊、学校生活、学业自尊以及社会自尊;影响同伴关系的主要因素为外向性、生活事件、人际自尊、家庭自尊以及严谨性;影响学校适应的主要因素为学业自尊、家庭自尊、家庭生活、开放性、身体自尊、外向性、人际自尊、同伴关系以及社会自尊。结论:1.高中生学校适应状况处于一般水平,其中师生冲突问题以及情绪问题相对较突出。2.高中生学校适应与其自尊水平关系密切,高自尊水平的个体,其学校适应相对较好。3.人格特征在一定程度上影响高中生的学校适应。具有外向性、开放性、严谨性及宜人性个性特征的个体其学校适应相对较好,而神经质个性特征鲜明的个体,其学校适应相对较差。4.负性生活事件对学校适应产生不良影响,高中生经历的负性生活事件越多,出现学校适应不良的可能性就越大。5.高中生自尊、人格及生活事件中的某些维度对学校适应有一定的预测作用,其中学业自尊、人际自尊对学校适应的预测能力相对较强,其次为家庭自尊、外向性,其他某些维度虽然对学校适应也具有一定的预测作用,但预测能力相对较弱。
[Abstract]:Objective: to understand the general situation of high school students' adaptation to high school students in a city of Shandong, and to explore the influence of high school students' self-esteem, personality and life events on school adaptation. Methods: This study took a convenient sampling method to sample 1229 high school students in two high schools in a city of Shandong Province, and adopted the high school students' School Adaptation Scale (SSAHSS), and the high school students' self-esteem was positive The questionnaire (SSHSS), the Big Five Personality Questionnaire (NEO-FFI) and the multidimensional assessment questionnaire (MLERQ) of students' life events were investigated. The general descriptive analysis, the independent sample t test, the Pearson correlation analysis and the multivariate stepwise regression analysis were used to analyze the general condition of the high school students' school adaptation and the self-esteem. Results: 1. the general conditions of high school students' school adaptation are generally at the general level, among which the collective adaptation is relatively good, the conflict between teachers and students and the emotional problems are relatively prominent. There are significant demographic differences in high school students' school adaptation, which are manifested in the following aspects: (1 The overall level of school adaptation of male students is better than that of girls, and the score of school attitude, emotional adaptation, peer relationship and teacher student conflict dimension in SSAHSS is significantly higher than that of girls (P value is 0.05). (2) the learning adaptation of high school students and the close dimension score of teachers and students are significantly higher than those of the senior two students, and the scores of the conflict dimension between teachers and students are significant. Lower than the senior two students (P 0.05). (3) the key high school students' learning adaptation in SSAHSS and the score of close dimension of teachers and students were significantly higher than those of the ordinary high school students. The score of school attitude and the dimension of conflict between teachers and students was significantly lower than that of ordinary high school students (P values were 0.05).2. high school students' school adaptation to their self-esteem SSAHSS high group in SSHSS The scores of self-esteem, interpersonal self-esteem and social self-esteem were significantly higher than SSAHSS low scores (P0.05). The results of Pearson correlation analysis of 1229 senior high school students showed that learning adaptation in SSAHSS, intimacy between teachers and students, collective adaptation and peer relationship scores were positively correlated with the scores of SSHSS dimensions (P0.05), SSAHSS total. There was a significant positive correlation between the scores of academic self-esteem and social self-esteem dimensions in SSHSS (P0.05). The emotional adaptation in SSAHSS and the scores of the dimension of the conflict between teachers and students were negatively correlated with the scores of the SSHSS dimensions (P0.05).3. the relationship between school adaptation and personality characteristics of high school students; SSAHSS high score group was extroverted, open and rigorous in NEO-FFI. The score of the degree was significantly higher than the SSAHSS low score group (P0.05), and the score of the neuroqualitative dimension of the SSAHSS high group was significantly lower than that of the SSAHSS low group (P0.05). The results of Pearson correlation analysis of 1229 senior high school students showed that the learning adaptation in SSAHSS, the intimacy of teachers and students, the collective adaptation, the score of peer relationship and the total score and NEO. The score of extroversion, openness, rigor and agreeableness in -FFI was positively correlated (P0.05), and was negatively correlated with the score of neuroticism in NEO-FFI (P0.05); the emotional adaptation in SSAHSS, the score of the teacher student conflict dimension and the neuroticism in NEO-FFI were positively correlated (P0.05), with the extroversion and openness in NEO-FFI. The score of rigor and Agreeableness was significantly negative correlation (P0.05).4. high school students' school adaptation and life events, SSAHSS high scores in MLERQ total score, school life and peer relationship scores were significantly lower than the SSAHSS low score group (P0.05). The results of Pearson correlation analysis of 1229 senior high school students showed that SSAH The learning adaptation of SS and the scores of intimacy dimension of teachers and students were negatively correlated with MLERQ's family life, school life, peer relationship and healthy growth dimension score (P0.05), SSAHSS total score, collective adaptation and peer relationship dimension score were negatively correlated with the scores of MLERQ dimensions (P0.05), SSAHSS's emotional adaptation and the conflict dimension between teachers and students. There was a significant positive correlation between the scores and the scores of MLERQ dimensions (P0.05).5. high school students' school adaptation. The main factors influencing the adaptation of high school students were academic self-esteem, life events, rigor, extroversion, healthy growth, social self-esteem and openness, and the main factors affecting the intimacy of Teachers and students were academic self-esteem, life events, and interpersonal self-esteem. Neuroticism, openness, school life and healthy growth; the main factors affecting school attitudes are family self-esteem, social self-esteem, interpersonal self-esteem, family life, extroversion, and healthy growth; the main factors affecting emotional adaptation are interpersonal self-esteem, neuroticism, agreeableness, extroversion, openness, social self-esteem and physical self-esteem; and the influence of the collective. The main factors of adaptation are interpersonal self-esteem, extroversion, life events, social self-esteem, agreeableness, openness, family self-esteem and school life, and the main factors affecting the conflict between teachers and students are interpersonal self-esteem, agreeableness, family self-esteem, school life, academic self-esteem and social self-esteem, and the main factors affecting peer relationship are extroversion, life events, Interpersonal self-esteem, family self-respect and rigor; the main factors affecting school adaptation are academic self-esteem, family self-esteem, family life, openness, physical self-esteem, extroversion, interpersonal self-esteem, peer relationship and social self-esteem. 1. the school adaptation is at a general level, in which the conflict between teachers and students and the relative emotional problems are relative. .2. high school students' school adaptation is closely related to their self-esteem level. Individuals with high self-esteem level, their schools adapt to relatively good.3. personality characteristics to a certain extent, influence high school students' school adaptation. Individuals with extrovert, openness, rigor and agreeable personality have relatively better school adaptation and neurotic personality characteristics. Distinct individuals, their school adaptation to relatively poor.4. negative life events has a negative impact on school adaptation. The more negative life events of high school students experience, the more possible the possibility of school adaptation is the greater.5. high school students' self-esteem, and some dimensions of personality and life events have a certain predictive effect on school adaptation, of which academic self-study is self-evident. Respect, interpersonal self-esteem has a relatively strong predictive ability for school adaptation, followed by family self-esteem, extroversion, and some other dimensions have a certain predictive effect on school adaptation, but the prediction ability is relatively weak.

【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

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