小学高年级学生羞怯与学校适应的关系：教师领导行为的调节作用

发布时间：2018-12-24 21:12

【摘要】：羞怯是人类共有的普遍现象,Zimbardo(1977)通过调查发现超过40%的人认为自己此刻正在经历着羞怯的困扰。羞怯是在某些特定的社交情境中个体所体验到的紧张、焦虑、不舒服的情绪状态。作为一种人格特质,羞怯影响着生活的诸多方面,适度羞怯可以看作一种正常的心理反应,但过度羞怯会对个体的身心发展和社会适应带来消极影响。尤其是在学校环境中,羞怯儿童的适应不良问题日益突出,在学校适应过程中会遇到更多困难,因此,对羞怯儿童的学校适应状况进行研究具有重要意义。小学阶段,教师是儿童社会支持系统中的重要他人,其领导行为会影响儿童学校适应状况。因此,本研究旨在探讨小学高年级学生羞怯与学校适应之间的关系,同时引入教师领导行为作为第三变量,探讨教师领导行为对羞怯儿童学校适应的影响。本研究首先较为详尽地阐述国内外有关羞怯问题的主要研究成果,并分析羞怯与学校适应的研究现状以及存在问题。在此基础上,选取山东省济南市两所小学的高年级学生为被试,采用问卷调查方法,施测了羞怯量表、学校适应问卷和教师领导行为问卷,探讨了小学高年级学生羞怯、学校适应和教师领导行为的特点及关系,所得结论如下:(1)小学高年级学生的学校适应总体处于中等偏上水平;在年级、城乡和是否独生子女方面不存在显著差异。在性别变量上,仅有常规适应维度存在显著差异,男生的学校适应不良显著高于女生。(2)羞怯与学校适应不良存在显著正相关;民主型教师领导行为与学校适应不良存在显著负相关,而权威型及放任型教师领导行为与学校适应不良显著正相关。(3)教师领导行为在羞怯与学校适应之间存在显著调节作用:高民主型领导方式可以缓解羞怯学生的学校适应不良,低权威及低放任型领导行为也可以缓解羞怯个体的学校适应不良。
[Abstract]:, Zimbardo (1977, a common human phenomenon, found that more than 40% of people think they are experiencing shyness at the moment. Shyness is an emotional state of tension, anxiety, and discomfort experienced by individuals in certain social situations. As a personality trait, shyness affects many aspects of life. Moderate shyness can be regarded as a normal psychological reaction, but excessive shyness can bring negative effects on individual's physical and mental development and social adaptation. Especially in the school environment, the problem of shy children's adaptation is becoming more and more prominent, and they will encounter more difficulties in the process of school adaptation. Therefore, it is of great significance to study the school adaptation of shy children. In primary school, teachers are important others in children's social support system, and their leadership behavior will affect children's school adaptation. Therefore, the purpose of this study is to explore the relationship between shyness and school adaptation of senior primary school students, and to explore the influence of teacher leadership behavior on school adaptation of shy children by introducing teacher leadership behavior as the third variable. Firstly, the main research results of shyness at home and abroad are described in detail, and the present situation and existing problems of shyness and school adaptation are analyzed. On the basis of this, the shyness scale, school adaptation questionnaire and teacher leadership behavior questionnaire were applied to explore the shyness of senior grade students in two primary schools in Jinan, Shandong Province. The characteristics and the relationship between school adaptation and teacher leadership behavior are as follows: (1) the school adaptation of the senior primary school students is generally at the upper middle level; There is no significant difference in grade, urban and rural and whether the only child. In gender variables, there were significant differences only in the conventional adaptation dimension, and the school adaptation of boys was significantly higher than that of girls. (2) there was a significant positive correlation between shyness and school adaptation. There is a significant negative correlation between democratic teachers' leadership behavior and school maladjustment. However, there is a significant positive correlation between authoritative and laissez-faire teachers' leadership behavior and school adaptation. (3) Teachers' leadership behavior has a significant regulatory role between shyness and school adaptation: high democratic leadership style can alleviate shyness. Students' schools are ill-adapted, Low-authority and low-laissez-faire leadership behavior can also alleviate the school adaptation of shy individuals.
【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】：G444

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