留守初中生的自制力与社会适应：自尊和自我效能感的多重中介作用

发布时间：2018-07-12 18:28

本文选题：留守初中生 + 自制力　；参考：《广西大学》2017年硕士论文

【摘要】：个体在成长过程中,能否很好地适应社会,对于其是否能实现社会化,完成人生历程是极其重要的。根据不少学者的研究,留守儿童与一般儿童相比,在社会适应上总体情况较差.留守确实给儿童的社会适应带来了不小的负面影响。而对于处在青春期的留守初中生来说,外部面临着父母家庭监护角色的缺失等恶劣的外界环境,内部其生理、心理发展本身处于巨大的变化发展当中的不利的成长环境。因此,在外界因素暂时无力改变的情况下,本研究希望通过研究留守初中生的自身因素,比如自尊、自制力、自我效能感等这些个体因素对社会适应的影响,为帮助留守初中生今后能尽快地适应社会以及积极健康地发展提供一些有价值的参考意见。本研究主要采取问卷等方法得出以下主要结论:(1)留守初中生的自制力水平在性别上、父母婚姻状况、生源地上,并无显著差异。在年级上,留守初中生的自制力差异显著。具体表现为初一年级学生的自制力水平最高,初二年级学生的自制力水平最低。(2)留守初中生的自尊在年级、父母婚姻状况、生源地上,并无显著影响。而在性别上,留守初中生的自尊存在显著差异。具体为女生的自尊水平高于男生。(3)留守初中生的自我效能感在父母婚姻状况上不存在显著影响,而在性别、年级、生源地上,存在显著性差异。(4)在性别、年级、生源地上,留守初中生的社会适应不存在显著影响。但在父母婚姻状况上,有显著差异。具体为父母离婚的留守初中生,其社会适应水平高于父母未离婚的留守初中生。(5)留守初中生的自制力、自尊、自我效能感、社会适应两两呈显著正相关。(6)留守初中生的自制力、自尊、自我效能感分别都可预测社会适应,其中自尊和自我效能感在自制力与社会适应之间起多重中介作用。
[Abstract]:Whether the individual can adapt to the society well in the process of growing up is very important to realize socialization and complete the course of life. According to the research of many scholars, the social adaptation of left-behind children is worse than that of ordinary children. Staying behind does have a negative impact on children's social adaptation. For the left-behind junior high school students in adolescence, the outside is facing the bad external environment, such as the lack of parental and family guardianship role, the internal physiological and psychological development itself is in a tremendous change in the unfavorable growth environment. Therefore, under the condition that the external factors cannot be changed temporarily, this study hopes to study the influence of some individual factors, such as self-esteem, self-control, self-efficacy and so on, on the social adaptation of left-behind junior high school students. In order to help the left-behind junior high school students to adapt to the society as soon as possible and to develop positively and healthily, some valuable suggestions are provided. The main conclusions of this study are as follows: (1) there is no significant difference in the level of self-control of left-behind junior high school students in terms of gender, parents' marital status and students' origin. In grade, left-behind junior high school students have significant differences in self-control. The students of grade one have the highest level of self-control, and the students of grade two have the lowest level of self-control. (2) the self-esteem of left-behind junior high school students has no significant influence on grade, parents' marital status and students' origin. In terms of gender, there are significant differences in self-esteem of left-behind junior high school students. (3) the self-efficacy of left-behind junior high school students had no significant influence on their parents' marital status, but there were significant differences in gender, grade and student origin. (4) in gender, grade, and student origin, there were significant differences. There is no significant effect on social adaptation of left-behind junior high school students. However, there are significant differences in the marital status of parents. (5) Self-control, self-esteem, self-efficacy and social adaptation of left-behind junior high school students were positively correlated. (6) Self-control ability of left-behind junior high school students. Self-esteem and self-efficacy can respectively predict social adaptation, in which self-esteem and self-efficacy play a multi-mediating role between self-control and social adaptation.
【学位授予单位】：广西大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

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