小学生羞怯与问题行为的关系：安全感的中介作用

发布时间：2018-06-12 14:59

本文选题：小学生 + 羞怯　；参考：《山东师范大学》2017年硕士论文

【摘要】：“羞怯”是在人际情境下感到紧张、焦虑、害怕以及生理不适的一种常见心理现象,这种现象可能成为个体成长发展过程中的一种危险因素,妨碍个体心理的健康发展或成就目标的获取。本研究对国内外小学生羞怯研究进行了梳理分析;修订了新的儿童羞怯测量工具;调查了小学生高年级学生羞怯和问题行为情况,并且对羞怯与儿童问题行为的关系及其作用机制进行了探究;最后还提出了一些适用于羞怯小学儿童问题行为的教育建议,以助于尽早发现儿童心理健康与适应问题,辅助教育者进行干预工作,促进儿童的良好发展。研究选取济南市两所小学五、六年级学生832人,使用问卷调查法,对收集到的数据进行统计分析得出以下结论:(1)修订的中国儿童羞怯量表信、效度良好,适合用于测量小学生高年级学生羞怯水平,该量表将儿童羞怯分为“焦虑性羞怯”与“控制性羞怯”两种形式,前者显示了羞怯的普适性特征,后者反映了中国文化下羞怯的特有表现方式。(2)小学五、六年级儿童的焦虑性羞怯水平较低,控制性羞怯水平中等偏上;女生的焦虑性羞怯和控制性羞怯水平都显著高于男生;城市小学高年级儿童控制性羞怯水平显著高于农村小学高年级儿童。(3)小学高年级儿童问题行为总体水平较低。农村儿童问题行为比城市儿童得分高。高焦虑性羞怯个体所有问题行为维度得分均显著高于低焦虑性羞怯个体,而积极品质得分则显著低于低焦虑性羞怯个体;高控制性羞怯个体比低控制性羞怯个体展现出更少的社交问题、思维问题、注意力问题、违纪行为、攻击行为,和更多的积极品质。(4)焦虑性羞怯与问题行为总分、两个二阶因子(内化问题和外化问题)及其各维度均显著正相关,与安全感、积极品质显著负相关;而控制性羞怯除与内化问题相关不显著外,与问题行为外化问题、问题行为的其他维度和安全感显著负相关,与积极品质显著正相关。安全感与积极品质相关不显著,与问题行为总分、两个二阶因子及其各维度均显著负相关。(5)安全感在焦虑性羞怯与问题行为之间起中介效应,焦虑性羞怯通过安全感正向预测个体的问题行为;安全感在控制性羞怯与问题行为之间起遮掩效应,安全感遮掩了控制性羞怯对问题行为的负向预测作用。
[Abstract]:Shyness is a common psychological phenomenon of stress, anxiety, fear and physical discomfort in interpersonal situations, which can become a risk factor in the development of an individual. Hinders the healthy development of an individual's mind or the acquisition of a goal. This study analyzed the shyness of primary school students at home and abroad, revised the new instrument for measuring shyness, and investigated the shyness and problem behavior of senior pupils. The relationship between shyness and children's problem behavior and its mechanism are explored. Finally, some educational suggestions for children's behavior in shyness primary schools are put forward to help to find out children's mental health and adaptation problems as soon as possible. The assistant educator carries on the intervention work, promotes the child's good development. In this study, 832 fifth and sixth grade students from two primary schools in Jinan were selected, and the data collected were statistically analyzed by questionnaire. The conclusions are as follows: 1) the validity of the revised Chinese Children's shyness scale is good. The scale can be used to measure the shyness level of primary school students. The scale classifies children's shyness into two forms: anxious shyness and controlled shyness. The former shows the universal characteristic of shyness. The latter reflects the unique manifestation of shyness in Chinese culture. (2) the level of anxiety shyness is lower and the level of controlled shyness is higher in the fifth and sixth grade of primary school, while the level of anxiety shyness and controlled shyness of girls is significantly higher than that of boys. The level of controlled shyness of children in urban primary school was significantly higher than that of children in rural primary school. (3) the overall level of problem behavior of children in senior grade in urban primary school was lower than that in children in rural primary school. Children in rural areas scored higher on problematic behavior than urban children. The scores of all problem behavior dimensions of high anxiety shy individuals were significantly higher than those of low anxiety shy individuals, while the positive quality scores were significantly lower than those of low anxiety shy individuals. Individuals with high control shyness showed fewer social problems, thought problems, attention problems, violations of discipline, aggressive behavior, and more positive qualities than those with low control shyness.) the total score of anxiety shyness and problem behavior. The two second-order factors (internalization problem and externalization problem) and their dimensions were significantly positively correlated, negatively correlated with the sense of security and positive quality, while the controlling shyness was not significantly related to the internalization problem, but also to the externalization problem of the problem behavior. Other dimensions of problem behavior were negatively correlated with sense of security and positively correlated with positive quality. There was no significant correlation between security and positive quality, but a significant negative correlation between security and total score of problem behavior, two second-order factors and their dimensions.) Security sense played a mediating effect between anxiety shyness and problem behavior. Anxiety shyness is a positive predictor of an individual's problem behavior through a sense of security, which plays an overshadowing effect between controlling shyness and problem behavior, and a sense of security conceals the negative predictive effect of controlling shyness on problem behavior.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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