中学生班级环境、核心自我评价与心理和谐的关系研究

发布时间：2018-03-21 01:38

本文选题：中学生　切入点：班级环境　出处：《云南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：心理和谐是个体的主观体验和心理感受与其内、外环境交互作用的平衡状态及自主调适过程,是心理健康的重要内容。中学生正处于身心快速发展的阶段,影响个体心理和谐的因素很多,包含内部因素和外部因素。在众多的外部环境中,班级环境是学生主要接触的环境,对学生的影响也较大;内部环境包含个体的认知、人格、自我评价等等,而核心自我评价既是一种人格结构,也是一种最基本的自我评价,具有较为广泛的含义。在已有的研究中,研究者更多的是关注成人的心理和谐结构和现状,而对中学生的心理和谐研究则较少,对影响心理和谐的因素的讨论则更少。因此,本研究选择中学生为研究对象,调查中学生的心理和谐状况,从外部和内部两方面讨论影响中学生的心理和谐的因素。本研究采用整群随机抽样的方法,抽取昆明市三所中学的部分学生为研究对象,并采用江光荣编制的《我的班级》问卷、修订后的《核心自我评价量表》和《中学生心理和谐问卷》作为调查工具,研究得出的主要结果有:1、本研究修订的《中学生心理和谐问卷》包含4个维度,共有20道题目,具有良好的信效度,符合测量学的指标,可以作为后续的研究工具;本研究修订的《核心自我评价量表》是单维度量表,包含10道题目,具有良好的信效度,符合测量学的指标,可以作为后续的研究工具。2、中学生的心理和谐处于一个比较和谐的水平。中学生的年级、家庭地址,父母文化程度和班级类型对中学生的心理和谐有显著影响,其中班级环境类型对心理和谐的影响表现为班级环境越差,心理和谐状况越差。3、中学生的核心自我评价处于一个较高的水平,不同的班级环境类型对中学生的核心自我评价有显著的影响,表现为班级环境越差,核心自我评价越低。4、中学生的班级环境处于一个一般偏好的的水平。根据班级环境的特点可以将班级环境分为三类:积极型班级、一般型班级和问题型班级。中学生的年级、家庭地址和父亲文化程度对感知到的班级环境有显著影响。5、班级环境、核心自我评价与心理和谐之间存在显著的关系,核心自我评价在班级环境与心理和谐之间具有显著的中介效应。班级环境的各个维度能够显著的预测中学生的心理和谐,核心自我评价在同学关系维度、秩序纪律维度、学习负担维度与心理和谐之间具有显著的中介效应,在师生关系维度和竞争维度的中中介效应不显著。
[Abstract]:Psychological harmony is an important content of mental health, which is the balance of individual's subjective experience and the interaction between psychological feeling and internal and external environment, and it is also an important part of mental health. The middle school students are in the stage of rapid development of body and mind. There are many factors that affect individual psychological harmony, including internal factors and external factors. In many external environments, the class environment is the main contact environment for students, and the influence on students is also great. Self-evaluation and so on, and core self-evaluation is not only a kind of personality structure, but also a basic self-evaluation, which has a broad meaning. In the existing research, researchers pay more attention to the psychological harmonious structure and present situation of adults. However, there are few researches on the psychological harmony of middle school students and less discussion on the factors that affect the psychological harmony. Therefore, this study chooses the middle school students as the research object, and investigates the psychological harmony of the middle school students. The factors that affect the psychological harmony of middle school students are discussed from the external and internal aspects. This study adopts the cluster random sampling method to select some students from three middle schools in Kunming as the objects of study. Jiang Guangguang's "my Class" questionnaire, the revised "Core Self-Evaluation scale" and the "Middle School students' Psychological Harmony questionnaire" were used as the investigation tools. The main results of the study are as follows: 1. The revised questionnaire for Middle School students' Psychological Harmony includes four dimensions, which has 20 subjects, and has good reliability and validity, which can be used as a tool for further research. The core self-evaluation scale revised in this study is a single-dimensional scale with 10 subjects, which has good reliability and validity, and accords with the indicators of measurement. The psychological harmony of middle school students is at a relatively harmonious level. The grade, family address, parents' education level and class type of middle school students have significant influence on the psychological harmony of middle school students. Among them, the effect of class environment type on psychological harmony is that the worse the class environment, the worse the psychological harmony. 3. The core self-evaluation of middle school students is at a higher level. Different class environment types have a significant impact on the core self-evaluation of middle school students, which shows that the worse the class environment, the worse the class environment. The lower the core self-evaluation, the lower the middle school students' class environment is at the level of general preference. According to the characteristics of the class environment, the class environment can be divided into three categories: active class, general class and problem class. Family address and father's education level had significant influence on perceived class environment. There was a significant relationship between class environment, core self-evaluation and psychological harmony. The core self-evaluation has a significant intermediary effect between class environment and psychological harmony. Each dimension of class environment can significantly predict the psychological harmony of middle school students, and the core self-evaluation is in the dimension of classmate relationship, order and discipline. There is a significant intermediary effect between learning burden dimension and psychological harmony, but no significant intermediary effect in teacher-student relationship dimension and competition dimension.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G444

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