儿童期心理虐待与初中生情绪智力、人际信任的关系研究

发布时间：2018-03-21 12:32

本文选题：初中生　切入点：儿童期心理虐待　出处：《贵州师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：本研究采用儿童心理虐待量表、情绪智力量表、人际信任量表,对贵州地区777名初中生进行问卷调查,试图探讨初中生儿童期心理虐待、情绪智力与人际信任的现状和关系,以提高人们对儿童期心理虐待对个体人际信任影响的认识和为初中生心理健康教育工作提供指导。研究结果显示:1.在初中生群体中,儿童期心理虐待阳性率为39.5%,显著阳性率为8.75%。在性别上,男生的儿童期心理虐待纵容维度得分要显著高于女生;在生源地上,城镇学生的儿童期心理虐待、情绪智力和人际信任得分均显著高于农村学生;在年级上,七、八年级学生的儿童期心理虐待得分要显著大于九年级,情绪智力、人际信任得分要显著低于九年级;在家庭结构上,家庭结构为三世(四世)同堂的学生在情绪智力得分上显著高于与父母一起居住及单亲家庭的学生,在人际信任得分上显著高于只与父母居住和与亲戚同住的学生。2.在相关分析中,初中生儿童期心理虐待与其情绪智力、人际信任呈显著负相关;情绪智力与人际信任呈显著正相关。3.回归分析发现,初中生儿童期心理虐待对人际信任存在显著的负向预测作用,即初中生遭受心理虐待越高,人际信任水平越低;情绪智力对人际信任存在显著的正向预测作用,即初中生情绪智力越高,人际信任水平就越高。4.情绪智力在儿童期心理虐待与人际信任之间起到完全中介作用。5.性别在变量模型中起调节作用,年级、年龄等人口学变量在变量模型中不起调节作用。结论:儿童期心理虐待可以直接预测初中生的人际信任,也可通过情绪智力的中介作用对初中生人际信任产生影响,并且性别在中介模型中其调节作用。
[Abstract]:In this study, 777 junior middle school students in Guizhou province were investigated by using the Child Mental abuse scale, emotional Intelligence scale and interpersonal Trust scale to explore the present situation and relationship between childhood psychological abuse, emotional intelligence and interpersonal trust of junior high school students. In order to improve people's understanding of the influence of childhood psychological abuse on individual interpersonal trust and to provide guidance for mental health education of junior high school students, the results show that: 1. In junior high school students, The positive rate of child psychological abuse was 39.5%, and the significant positive rate was 8.75%. In terms of gender, the score of child psychological abuse tolerance dimension of boys was significantly higher than that of female students, and that of urban students was significantly higher than that of girls, and that of urban students was significantly higher than that of girls. The scores of emotional intelligence and interpersonal trust were significantly higher than those of rural students, in grade 7 and grade 8, the scores of psychological abuse in childhood were significantly higher than those in grade 9, and the scores of emotional intelligence and interpersonal trust were significantly lower than those in grade 9. In terms of family structure, students with a third (fourth) family structure scored significantly higher in emotional intelligence than those living with their parents and in single-parent families. The score of interpersonal trust was significantly higher than that of students who only lived with their parents and lived with relatives. In the correlation analysis, there was a significant negative correlation between childhood psychological abuse and emotional intelligence and interpersonal trust of junior high school students. Regression analysis showed that psychological abuse of junior high school students had a significant negative predictive effect on interpersonal trust, that is, the higher the psychological abuse, the lower the interpersonal trust level of junior high school students. Emotional intelligence has a significant positive predictive effect on interpersonal trust, that is, the higher the emotional intelligence of junior high school students, The higher the level of interpersonal trust. 4. Emotional intelligence plays a complete intermediary role between childhood psychological abuse and interpersonal trust .5.Sex plays a regulatory role in the variable model, grade, Conclusion: psychological abuse in childhood can directly predict the interpersonal trust of junior high school students, and it can also influence the interpersonal trust of junior high school students through the intermediary role of emotional intelligence. And gender in the intermediary model of its regulatory role.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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