小学儿童师生关系与其焦虑状况的关系研究

发布时间：2018-01-10 02:15

本文关键词：小学儿童师生关系与其焦虑状况的关系研究　出处：《山东师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：焦虑作为儿童情绪障碍的主要表现形式之一,是指儿童对外部事件或内在想法与感受的一种不愉快体验。本文涉及的一般性焦虑是指,学生在学习与生活过程中表现出来的,常常无明显原因和对象的紧张不安或焦急烦躁的情绪状态。适度焦虑可以有效激发学生的学习动机,提高学生学习活动前或学习过程中的心理准备状态,而过度的焦虑心理会直接或间接通过学生的情绪反应影响学生的学业成绩,常表现为注意力分散、记忆力下降、缺乏学习自信心等症状。不同的理论学派对儿童的焦虑问题及其相关因素提出了各自的观点。但多数研究者都认为焦虑是在人际关系中产生的。作为小学儿童的主要人际关系之一,亲子关系及同伴关系与儿童焦虑之间的关系已引起了较多研究者的关注,但师生关系这一小学儿童的重要人际关系,尚未得到足够重视,它是否会影响儿童的焦虑状况还有待进一步验证。本文首先对国内外有关儿童焦虑及师生关系的研究进行了详尽综述,然后具体考查小学儿童的师生关系质量与其焦虑状况及二者之间的关系。以班级为单位抽取济南市某小学3-6年级共437名学生为被试,用中文版Spence儿童焦虑量表和学生用师生关系量表进行施测,收回有效问卷434份。研究的主要结论如下: 1师生关系质量随着年级的升高而下降,女生与教师的关系质量比男生好; 2小学3-6年级儿童的师生关系可以分为三种类型:亲密型、冲突型和一般型,冲突型所占比例最小(19.6%); 3小学3-6年级儿童的各焦虑状况之间及各焦虑症状与焦虑总分之间相关显著,强迫障碍是其较常出现的焦虑状况; 4除强迫障碍和广泛焦虑外,女生的焦虑总分、分离焦虑、社交恐怖、广场恐怖和躯体伤害恐惧均显著高于男生; 5除亲密性与强迫障碍、广场恐怖、社交恐惧,冲突性与躯体伤害,支持性与强迫障碍相关不显著外,师生关系各维度与儿童焦虑各维度及焦虑总分之间相关显著; 6回归分析发现,师生关系能显著预测小学儿童的焦虑水平。师生关系的满意度对焦虑总分、分离焦虑、社交恐怖、强迫障碍和广泛焦虑均有显著的负向预测作用;师生关系的冲突性对儿童的焦虑总分、社交恐怖、广场恐惧和广泛焦虑均有显著的正向预测作用;师生关系的支持性对儿童得到分离焦虑有显著的负向预测作用。即师生关系质量越高,儿童的焦虑水平越低。 7方差分析发现,不同师生关系类型的儿童焦虑总分及各焦虑状况差异显著,冲突型儿童的焦虑水平最高,其次是一般型儿童,亲密型儿童的焦虑水平最低。
[Abstract]:As one of the main manifestations of anxiety emotional disorders in children, children refers to external events and internal thoughts and feelings of an unpleasant experience. The general anxiety refers to the students in learning and life in the process, often without obvious reason and like nervous or anxious or upset. Emotional state. Moderate anxiety can effectively stimulate students' learning motivation, improve the psychological status of student learning activities before or in the process of learning, and excessive anxiety will directly or indirectly through the academic performance of students influence children's emotional reactions, often expressed as a distraction, memory loss, lack of confidence in learning and other symptoms.
And the related factors of anxiety of different theoretical schools put forward their own views. But most researchers agree that anxiety is produced in the interpersonal relationship. As one of the main primary school children's interpersonal relationship, the relationship between parent-child relationship and peer relationship and children's anxiety has attracted much attention of researchers, but the relationship between teachers and students in this primary school children's important interpersonal relationship, has not been enough attention, whether it will affect the anxiety of children remains to be further verified. The research based on the domestic and foreign related children's anxiety and the relationship between teachers and students conducted a detailed review, and then the relationship between the specific test of primary school children with anxiety and the quality of the relationship between teachers and students two the.
A total of 437 students in Grade 3-6 of a primary school in Ji'nan were selected as subjects. The children's anxiety scale and the student teacher student relationship scale were used to carry out the test, and 434 valid questionnaires were collected. The main conclusions of the study were as follows: Spence.
1 the quality of the relationship between teachers and students decreased with the increase of grade, and the quality of the relationship between girls and teachers was better than that of the boys.
2 the teacher-student relationship of children in Grade 3-6 of primary school can be divided into three types: close type, conflict type and general type, and the proportion of conflict type is the smallest (19.6%).
3 there was a significant correlation between the anxiety status of the 3-6 grade children and the anxiety symptoms and the total scores of anxiety.
4 except for compulsion and widespread anxiety, the total score of anxiety, separation anxiety, social horror, and the fear of square and body injury were significantly higher than that of boys.
5, besides intimacy and obsessive-compulsive disorder, there is no significant correlation between square terror, social fear, conflict and physical injury, support and obsessive-compulsive disorder.
6 regression analysis showed that the relationship between teachers and students can significantly predict the anxiety level of primary school children. The relationship between teachers and students satisfaction of anxiety, separation anxiety, social phobia, obsessive-compulsive disorder and generalized anxiety had significant negative predictive effect; social conflict of teacher-student relationship on children's anxiety, terror, fear and widely predict square anxiety had significant support; the relationship between teachers and students of the separation anxiety had a significant negative effect on the children. The relationship between teachers and students of higher quality, the lower the level of children's anxiety.
7, variance analysis showed that children's anxiety scores and anxiety status were significantly different among different types of teacher-student relationship. The highest level of anxiety was in conflict children, followed by general children, and the anxiety level of intimate children was the lowest.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.1

【引证文献】