心理弹性、师生互动风格对留守初中生心理健康的影响研究

发布时间：2018-05-14 03:37

本文选题：心理弹性 + 师生互动风格　；参考：《华中师范大学》2017年硕士论文

【摘要】：在人生的发展历程中,初中生正处于身心发展的重要转折期或者说是人生的关键期,身心的各个方面迅速发展并逐渐趋向成熟。尽管初中生心理素质的每一个方面都在不断地变化并且持续发展,但是相对于身体的结构发育和成熟的速度则显得迟延,结合初中生身心发展的规律和我国留守初中生的处境,我国留守初中生身心的发展面临着挑战,他们在身心发展的关键期遭遇到了情感缺失,这阶段的留守儿童的身心发展主要依靠自身内在心理潜能和学校教育资源的外在影响的相互作用获得自身持续发展。自从施行改革开放政策以后,经济发展很快,随着经济结构的调整,农村剩余劳动力大量流向经济发展较快地区,为城市的建设和我国经济发展做出了很大贡献,但也有不利因素,大量留守儿童的出现,给教育工作带来了困难,由于留守孩子亲情的缺失,他们的学习和生活也出现难题,留守儿童的心理问题也日益成为人们关注的问题,留守初中生的数量在所有留守儿童数量中所占的比例最多,尽管留守初中生建立了自理能力,但留守带来的一系列的问题对他们产生了很大的影响,他们处于人生的转折期,可塑性很强,这个时期的成长关系到他们人生的发展。对留守初中生而言,心理弹性、师生互动风格对他们心理健康的影响是两个最直接因素,本研究侧重考察这两个变量对他们心理健康状况的影响的。本研究结论如下:(1)由不同年级留守初中生心理问题量表各维度得分均值可知,七年级、九年级得分要低于八年级,八年级的留守初中生心理健康水平低于七年级和九年级。(2)来自城市的留守初中生与来自乡镇的留守初中生心理健康状况存在很大差别,总体来讲,城市的要好于乡镇,在心理健康状况方面。(3)心理弹性与师生互动风格相关分析表明:心理弹性与师生互动风格的相关系数呈正相关。(4)留守初中生心理弹性对他们的心理健康状况有非常明显的正向预测作用,相对而言,个人力维度贡献率比较大。结合调查情况以及分析结果,根据当前留守初中生存在的问题;研究者给出了合理化的建议,留守初中生的生活和学习条件依然需要改善。本研究主要目的是改善留守初中生的生活和学习条件,为提高他们的心理健康提供科学依据。
[Abstract]:In the development of life, junior high school students are in an important turning point of physical and mental development, or the key period of life, the physical and mental aspects of the rapid development and gradually tend to mature. Although every aspect of junior high school students' psychological quality is constantly changing and developing continuously, the speed of structure development and maturation of junior high school students appears to be delayed, combined with the law of physical and mental development of junior high school students and the situation of Chinese left-behind junior high school students. The mental and physical development of the left-behind junior high school students in our country is facing challenges, and they have encountered emotional deficiency in the critical period of their physical and mental development. The mental and physical development of left-behind children in this stage mainly depends on the interaction of their inner psychological potential and the external influence of school educational resources to achieve their own sustainable development. Since the implementation of the policy of reform and opening up, the economy has developed rapidly. With the adjustment of the economic structure, a large number of rural surplus labor forces have been flowing to areas with rapid economic development, which have made great contributions to the construction of cities and the economic development of our country. However, there are also unfavorable factors. The emergence of a large number of left-behind children has brought difficulties to the education work. Due to the lack of family affection of left-behind children, there are also problems in their study and life. The psychological problems of left-behind children have increasingly become a concern of people. The number of left-behind junior high school students accounts for the largest proportion of the total number of left-behind children. Although left-behind junior high school students have established self-care ability, a series of problems brought about by staying behind have a great impact on them, and they are in a turning point in their lives. Plasticity is very strong, the growth of this period related to the development of their lives. For the left-behind junior high school students, the influence of psychological flexibility, teacher-student interaction style on their mental health is the two most direct factors, this study focuses on the impact of these two variables on their mental health status. The results of this study are as follows: (1) based on the average score of mental problems scale of left-behind junior high school students in different grades, the scores of grade 7 and grade 9 are lower than those of grade 8. The mental health level of the left-behind junior high school students in the eighth grade is lower than that in the seventh and ninth grades.) there are great differences in the mental health status between the left-behind junior high school students from the city and the left-behind junior high school students from the towns. In general, the urban students are better than the townships. The correlation analysis between resilience and teacher-student interaction style shows that: the correlation coefficient between resilience and teacher-student interaction style is positive correlation. 4) the psychological resilience of left-behind junior high school students has a positive correlation with their mental health status. The often obvious positive predictive effect, Comparatively speaking, the individual force dimension contribution rate is quite big. Combined with the investigation and analysis results, according to the current problems of left-behind junior high school students, the researcher gives some reasonable suggestions, and the living and learning conditions of left-behind junior high school students still need to be improved. The purpose of this study is to improve the living and learning conditions of left-behind junior high school students and to provide scientific basis for improving their mental health.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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