初中生应对方式对其校内人际关系的影响研究

发布时间：2018-04-13 07:57

本文选题：初中生 + 校内人际关系　；参考：《西华师范大学》2017年硕士论文

【摘要】：初中生这一年龄段正值个体成长阶段。此阶段的初中生是个体发现世界、接纳自我、行为规范的重要时期,他们在生理发育、自我概念和社会化这几个方面随着他们的年龄不断增长、不断成熟,同时也是个体快速发展的关键期。当个体在遇到不良事件并对自己会产生不利影响时,都会试图寻找到合适的方法,以此来解决所遇到的问题,因此需要个体拥有良好的应对方式。初中生拥有良好的应对方式不仅能够促进他们身心健康的发展,而且对他们认识这个世界以及更好的解决所遇到问题更有裨益。本文主要研究初中生校内的人际关系,因而初中生校内人际关系的对象就是老师和同学。他们在面对所发生的事件时,他们自身的反应或或行为会影响他们的老师和同学对他们的看法或评价,当然,老师和同学的行为也会对他们应对方式产生重要影响。因此,本研究试图通过对应对方式与校内人际关系之间的研究,初中生的应对方式对他们的同伴、师生关系的影响变化。在其他研究的奠基上,本文选择初中三个年级的被试,进行应对方式与同伴、师生关系的研究,同时对初中生的应对方式提高提出相应的建议。本研究利用《中学生应对方式量表》、《师生关系评价量表》、《同伴关系分量表》这三个量表,对430名初中生做问卷调查,了解到初中生的应对方式与同伴、师生关系的大致情况,应对方式和同伴、师生之间的关系研究,研究结果如下:1.应对方式量表4点计分,从各个因子分来看,可以总结出,初中生以积极应对方式为主。2.初中生应对方式的性别差异不显著,但是初中生的应对方式在年级上来看,初一、初二、初三这三个年级是有显著差异的。3.从师生关系总分上看,初中生在师生关系上的性别差异不显著,但初一、初二、初三在师生关系上有显著性差异。并且来自不同地区的学生在师生关系上有显著性差异。4.初中生同伴关系的性别差异不显著,但初一、初二、初三在同伴关系上呈现显著性差异。初中生同伴关系的地域差异不显著,但是户口所在地在农村的均分略高于城市的均分。5.初中生师生关系与应对方式呈显著性相关,初中生的应对方式与同伴关系存在显著性相关。6.本文从客观和主观方面提出培养初中生积极应对方式的建议。
[Abstract]:Junior high school students of this age age is an individual growth stage.Junior high school students in this stage are the important period of individual discovery of the world, acceptance of self, and behavior norms. They grow up with their age in the aspects of physical development, self-concept and socialization.At the same time, it is also a critical period for the rapid development of individuals.When individuals encounter adverse events and have adverse effects on themselves, they will try to find a suitable way to solve the problems encountered, so it is necessary for individuals to have a good coping style.The good coping style of junior high school students can not only promote their physical and mental health development, but also benefit them to understand the world and solve the problems they encounter better.This paper mainly studies the interpersonal relationship of junior high school students, so the object of interpersonal relationship is teachers and classmates.In the face of the events, their own reaction or behavior will affect their teachers and students' views or comments on them, of course, teachers' and classmates' behavior will also have an important impact on their coping style.Therefore, this study attempts to explore the effects of coping styles on peer and teacher-student relationships through a study of coping styles and interpersonal relationships in schools.On the basis of other studies, this paper chooses three junior middle school students to study the relationship between coping style and peer, teacher-student relationship, and puts forward corresponding suggestions on how to improve the coping style of junior high school students.In this study, the coping style scale of middle school students, the evaluation scale of teacher-student relationship and the sub-scale of peer relationship were used to survey 430 junior high school students to find out the general situation of coping style and peer, teacher-student relationship.The relationship between coping styles, peers, teachers and students is studied. The results are as follows: 1.Coping style scale 4 points, from each factor score, can be summed up, junior high school students to positive coping style mainly. 2.The gender difference of coping style of junior high school students is not significant, but the coping style of junior high school students in grade, grade one, two, three grades are significant difference. 3.From the total score of teacher-student relationship, there is no significant gender difference in teacher-student relationship among junior high school students, but there is significant difference in teacher-student relationship between junior high school students and junior high school students.And students from different regions have significant differences in teacher-student relationship. 4.The gender difference of peer relationship of junior high school students was not significant, but there were significant differences in peer relationship between junior high school students and junior high school students.There was no significant regional difference in peer relationship among junior high school students, but the average score of household registration in rural areas was slightly higher than that in urban areas.Junior high school students' teacher-student relationship is significantly related to coping style, and junior high school students' coping style has significant correlation with peer relationship. 6.This paper puts forward some suggestions on cultivating junior high school students' positive coping style from objective and subjective aspects.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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