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农村留守初中生自尊与情绪调节的关系研究

发布时间:2018-06-12 00:21

  本文选题:农村留守初中生 + 情绪调节 ; 参考:《河南大学》2013年硕士论文


【摘要】:留守儿童(Left-behind Children)问题引起社会和政府越来越高的关注。农村留守初中生(Rural Junior Middle School Students)是农村留守儿童中处在初中阶段的留守儿童。他们正处在青春发育期,其自我意识高涨,心理发展表现更多的矛盾和动荡的特点。由于父母在外务工,他们得不到父母及时的关爱和引导,加之青春发育期内心的矛盾冲突,影响其心理的健康发展。 以往的研究发现,农村留守儿童总体的心理健康水平较农村非留守儿童的心理健康水平低,具体表现为:焦虑、心理敏感、情绪不良和性格孤僻、冷漠、内向等。自尊(Self-esteem)和情绪调节(Emotional Adjustment)作为心理健康的重要指标,也是影响心理发展的重要因素。研究农村留守初中生的自尊和情绪调节有利于了解农村留守初中生心理发展现状,为促进农村留守初中生的健康成长提供实证参考。 内隐自尊的(Implicit-Self-esteem)研究出现后,,为了使之与以往研究中的自尊相区别,人们将传统意义上研究的自尊称为外显自尊(Explicit Self-esteem)。以往的研究中,研究者注意到了外显自尊和情绪调节的关系问题。但是内隐自尊与个体的情绪调节是什么关系,是否与外显自尊和个体的情绪调节关系一致?如何通过情绪调节来改变外显和内隐自尊,以达到提高留守初中生外显自尊与内隐自尊的水平,这是本文将要探讨的问题。 本研究假设留守初中生与非留守初中生在外显自尊和内隐自尊上存在显著差异;留守初中生与非留守初中生在认知情绪调节策略上存在显著差异;留守初中生的认知情绪调节策略与内隐自尊、外显自尊均存在显著的正相关。 本研究结果表明: (1)留守初中生在外显自尊总体得分上显著低于非留守初中生。在外显自尊维度上,留守初中生自我肯定维度显著低于非留守初中生,在自我否定维度则显著高于非留守初中生。在内隐自尊上留守初中生与非留守初中生差异不显著。 (2)留守初中生在认知情绪调节上与非留守初中生存在非常显著的差异,留守初中生认知情绪调节的得分显著低于非留守初中生。在非适应性情绪调节策略上,留守初中生在自责、反思、灾难化三个维度上均显著高于非留守初中生,仅在责怪他人的维度上显著低于非留守初中生。在适应性认知情绪调节策略上留守初中生在容忍、关注计划、积极重评、积极关注四个维度上与非留守初中的差异不显著,仅在自我安慰上留守初中生显著高于非留守初中生。 (3)留守初中生的认知情绪调节策略分别与外显自尊和内隐自尊存在非常显著的正相关。
[Abstract]:Left-behind Child-behind (Left-behind Child) has attracted increasing attention from society and government. Rural Rural Junior Middle School students are left-behind children in junior middle school. They are in the period of youth development, their self-consciousness is high and their psychological development is characterized by more contradictions and turbulence. Because their parents are working outside the country, they can't get timely care and guidance from their parents, coupled with the contradictions and conflicts in their hearts during their youth development, which affect their mental health development. Previous studies have found that The overall mental health level of rural left-behind children is lower than that of rural non-left-behind children. The specific manifestations are anxiety, psychological sensitivity, bad mood and withdrawn personality, apathy, introversion and so on. As an important index of mental health, Self-esteem and emotional Adjustment are also important factors affecting psychological development. The study of self-esteem and emotional regulation of rural left-behind junior high school students is helpful to understand the present situation of psychological development of rural left-behind junior high school students, and provide an empirical reference for promoting the healthy growth of rural left-behind junior high school students. In order to distinguish it from the former researches, people call it explicit Self-esteem in the traditional sense. In previous studies, researchers have noted the relationship between explicit self-esteem and emotional regulation. But what is the relationship between implicit self-esteem and individual emotion regulation? is it consistent with explicit self-esteem and individual emotion regulation? How to change explicit and implicit self-esteem through emotion regulation in order to improve the level of explicit self-esteem and implicit self-esteem of left-behind junior high school students? This study assumes that there are significant differences in explicit and implicit self-esteem between left-behind junior high school students and non-left-behind junior high school students, significant differences in cognitive emotion regulation strategies between left-behind junior high school students and non-left-behind junior high school students, and significant differences in cognitive emotion regulation strategies between left-behind junior high school students and non-left-behind junior high school students. Cognitive emotion regulation strategies of left-behind junior high school students have significant positive correlation with implicit self-esteem and explicit self-esteem. The results show that: 1) the overall score of explicit self-esteem of left-behind junior high school students is significantly lower than that of non-left-behind junior high school students. In the dimension of explicit self-esteem, the self-affirmation dimension of left-behind junior high school students is significantly lower than that of non-left-behind junior high school students, and the self-negation dimension is significantly higher than that of non-left-behind junior high school students. There is no significant difference between left-behind junior high school students and non-left-behind junior high school students in implicit self-esteem. (2) there is a very significant difference between left-behind junior high school students and non-left-behind junior high school students in cognitive emotion regulation. The scores of cognitive emotion regulation of left-behind junior high school students were significantly lower than that of non-left-behind junior high school students. In non-adaptive emotional adjustment strategies, left-behind junior high school students in the self-blame, reflection, disaster three dimensions were significantly higher than non-left-behind junior high school students, only in the dimension of blaming others significantly lower than non-left-behind junior high school students. There is no significant difference between left-behind junior high school students and non-left-behind junior middle school students in tolerance, attention plan, positive re-evaluation and active attention to the four dimensions of adaptive cognitive emotion regulation strategies. Only in self-comfort, left-behind junior high school students were significantly higher than non-left-behind junior high school students. (3) Cognitive emotion regulation strategies of left-behind junior high school students had significant positive correlation with explicit self-esteem and implicit self-esteem respectively.
【学位授予单位】:河南大学
【学位级别】:硕士
【学位授予年份】:2013
【分类号】:G635.5;G444

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