小学生学校适应与人格特质、父母期望的关系

发布时间：2018-08-08 14:31

【摘要】：学校是小学生学习和成长的重要场所,他们在学校不仅需要学习科学文化知识,还要处理同伴关系、参加学校或班级活动等,良好的学校适应有助于小学生不断提升学业水平和身心健康发展。学校适应是在学校背景下愉快地参与学校活动并获得学业成功的状况(Ladd,1996)。当前,我国小学生的学校适应存在着一些问题,甚至有小学生因学校适应障碍而退学。研究发现,全国7%-12%的小学生学校适应严重不良,大约20%-42%的小学生存在轻度适应不良(王丽芳,1994)。自从美国心理学家Birch和Ladd(1997)提出“学校适应”后,越来越多的研究者开始关注有关学校适应问题的研究。影响小学生学校适应的因素大体分为外部因素和内部因素。外部因素主要包括家庭、学校和社会支持等方面。其中家庭是影响小学生学校适应不可忽视的重要因素,主要表现在父母期望、父母的教养方式、家庭关系等,据调查:父母对孩子的关怀和期望,对孩子的身心发展有很好的促进作用,更能适应环境的变化,容易适应学校。父母对孩子的学业期望不重视,往往给孩子的学校生活带来负面影响。因此家庭的期望和关怀深深的影响着孩子的在校情况。家长都希望自己的子女能够德智体全面发展,成为社会的栋梁之才。小学生自身的原因也会影响学校适应水平。小学生不同的人格特质导致了学校适应水平的差异,在教学工作中,我们常常发现,那些主动、活泼、积极性高的孩子更容易适应学校生活,更容易结交同伴,更容易获得优秀的学业。那些内向、沉默寡言的孩子常出现适应不良,很多是老师眼里的学困生。因此,孩子的人格差异与其学校适应也有着密切的联系。小学生的学校适应受到多种因素的影响,受父母期望的影响,又受到自身人格差异的影响,因此本研究选取山东省济南市某小学3-6年级小学生为研究对象,拟考察小学生学校适应的特点及其与人格特质、父母期望的关系,采用周晖(2000)编制、邹泓(2003)修订的《中国中小学生人格问卷》、崔娜(2008)编制的学校适应问卷和程琳(2010)编制的父母期望问卷,通过方差分析、相关分析、回归分析等统计学方法对小学生学校适应与人格特质、父母期望之间的关系进行深入探讨。本论文得出以下主要结论:(1)小学生学校适应的性别和年级交互效应显著。三年级女生的学校适应要显著好于三年级男生,四至六年级学生学校适应的性别差异不显著。(2)父母期望、学业表现期望、品行表现期望、人际关系期望、身心素质期望与小学生学校适应存在显著的负相关关系,即父母在学业表现、品行表现、人际关系、身心素质的期望越高,学校适应越好;未来成就期望与学校适应不存在相关关系;开放性、外向性、宜人性、谨慎性人格特质与学校适应之间存在显著的负相关关系,即开放性、外向性、宜人性、谨慎性人格特质越高,学校适应越好;情绪性人格特质与学校适应之间存在显著的正相关关系,即情绪性人格特质越高,越不利于学校适应。(3)情绪性人格在父母学业表现期望与小学生的学校适应之间起调节作用,宜人性在父母未来成就期望与学校适应之间起调节作用。具体表现在,对于低情绪性人格特质的小学生而言,父母学业表现期望高的儿童其学校适应显著好于父母学业表现期望低的儿童,而对于高情绪性人格特质的小学生而言,父母学业表现期望高的儿童与父母学业表现期望的儿童在学校适应上差异不显著;对于高宜人性人格特质的小学生而言,父母未来成就期望高的儿童其学校适应略好于父母未来成就期望低的儿童,对于低宜人性人格特质的小学生而言,父母未来成就期望高的儿童学校适应则显著差于父母未来成就期望低的儿童。
[Abstract]:School is an important place for primary school students to learn and grow. They not only need to learn scientific and cultural knowledge, but also deal with peer relationships and participate in school or class activities. Good school adaptation helps pupils to continuously improve their academic and physical and mental health. The situation of academic success (Ladd, 1996). At present, there are some problems in the school adaptation of primary school students in our country. Even some pupils have dropped out of school because of the barriers to school adaptation. The study found that the primary school students of 7%-12% in the country adapt to severe maladjustment and about 20%-42% pupils have mild maladjustment (Wang Lifang, 1994). After Birch and Ladd (1997) proposed "school adaptation", more and more researchers began to pay attention to the study of school adaptation. The factors affecting school adaptation are mainly divided into external and internal factors. The external factors mainly include family, school and social support. The important factors that should not be ignored are the parents' expectation, parental rearing style and family relationship. According to the investigation, it is investigated that parents' care and expectation to children have a good promoting effect on the children's physical and mental development, and can adapt to the changes of the environment and adapt to the school. Parents do not attach importance to their children's academic expectations and often give their children a study. School life has a negative impact. Therefore, family expectations and care deeply affect the children's school situation. Parents want their children to be able to develop in a comprehensive way and become the backbone of the society. Students' own reasons will also affect the level of school adaptation. The different personality traits of primary school pupils lead to the level of school adaptation. Differences, in the teaching work, we often find that the children who are active, active and active are easier to adapt to the school life, make it easier to make friends with their peers and get better education. Those introverted, taciturn children often have maladjustment and many are the students in the eyes of the old teachers. The adaptation also has a close relationship. The school adaptation of primary school students is influenced by many factors, influenced by their parents' expectation, and influenced by their own personality differences. Therefore, this study selects the pupils of Grade 3-6 in a primary school in Ji'nan, Shandong as the research object, and intends to investigate the characteristics of the school adaptation of primary school students and their personality traits and parental period. The relationship between Zhou Hui (2000), Zou Hong (2003) revised "Chinese primary and Middle School Personality Questionnaire >", Cui Na (2008) school adaptation questionnaire and Lin Cheng (2010) parents expectancy questionnaire, through variance analysis, correlation analysis, regression analysis and other statistical methods for pupils' school adaptation and personality traits, parents' expectations between. The main conclusions are as follows: (1) the gender and grade interaction effect of schoolchildren's school adaptation is significant. The school adaptation in grade three is better than that of grade three boys, and the gender differences in school adaptation in grade four to grade six are not significant. (2) parental expectations, academic performance expectations, conduct performance expectations, interpersonal expectations, and interpersonal relationships. There is a significant negative correlation between relationship expectation, physical and mental quality expectation and school adaptation of primary school students, that is, the higher the expectation of parents' academic performance, character performance, interpersonal relationship and physical and mental quality, the better the school adaptation; the future achievement expectation is not related to the school adaptation; the openness, extroversion, agreeableness, prudent personality traits and schools There is a significant negative correlation between adaptation and adaptation, namely, openness, extroversion, agreeableness, the higher the prudent personality, the better the school adaptation, the significant positive correlation between emotional personality traits and school adaptation, that is, the higher the emotional personality traits, the more unfavorable to school adaptation. (3) emotional personality is expected to be in their parents' academic performance expectations. It plays a regulatory role with the school adaptation of primary school students, and agreeableness plays a regulatory role between parents' future achievement expectations and school adaptation. For pupils with emotional personality traits, there is no significant difference in school adaptation between children with high parents' academic performance and their parents' academic performance expectations. For children with high personality traits, their school adaptation is better than their parents' future expectations. For the pupils with low agreeable personality traits, the children with high expectation of parents'future achievement had significantly worse school adjustment than those with low expectation of parents' future achievement.
【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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