中学生人际交往能力类型及其与应对方式的关系——基于多民族混合学校学生心理素质的研究

发布时间：2018-05-07 19:13

本文选题：多民族混合学校 + 中学生　；参考：《西北师大学报(社会科学版)》2013年02期

【摘要】：采用人际交往能力问卷和中学生应对方式问卷,以4所多民族混合学校的855名中学生为被试,探讨了多民族混合学校中学生人际交往能力的类型、应对方式的特点及其两者之间的关系。结果表明:(1)多民族混合学校中学生的人际交往能力可以划分为3种类型:认知动力型、退缩型和完美型。(2)多民族混合学校中,汉族学生与东乡族学生在问题解决和求助策略上存在显著差异,汉族学生比东乡族学生表现出更多的使用问题解决和求助策略;汉族学生与回族学生在使用求助和发泄策略上存在显著差异,汉族学生比回族学生表现出更多的使用求助和发泄策略。(3)多民族混合学校中,完美型学生使用问题解决、求助、发泄、幻想和忍耐的策略显著高于认知动力型和退宿型学生;认知动力型学生使用退避策略显著高于退缩型和完美型学生。
[Abstract]:Using interpersonal communication ability questionnaire and coping style questionnaire of middle school students, 855 middle school students from 4 multi-ethnic mixed schools were selected as subjects to explore the types of interpersonal communication ability of middle school students in multi-ethnic mixed schools. The characteristics of coping style and the relationship between them. The results show that the interpersonal ability of middle school students in multi-ethnic schools can be divided into three types: cognitive motivation, withdrawal and perfection. There are significant differences between Han students and Dongxiang students in problem-solving and help-seeking strategies. Han students have more use of problem-solving and help-seeking strategies than Dongxiang students. There were significant differences in the use of help-seeking and venting strategies between Han and Hui students. Han students showed more use of help-seeking and venting strategies than Hui students) in multi-ethnic mixed schools, perfect students used problem-solving and help-seeking. The strategies of venting, fantasy and patience were significantly higher than those of cognitive motivation and retreat, and cognitive motivation was significantly higher than retreat and perfect.
【作者单位】：西北师范大学西北少数民族教育发展研究中心;
【基金】：全国教育科学“十一五”规划教育部重点课题“提高西北地区多民族混合学校学生社会交往能力的实证研究”(DMA090306)
【分类号】：B844.2

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