初中生自我评价、反射性评价、他人评价和主观幸福感的关系及辅导研究

发布时间：2018-05-24 16:22

本文选题：自我评价 + 反射性评价　；参考：《华中师范大学》2017年硕士论文

【摘要】：近年来,有关中学生因为心理问题导致的悲剧报道越来越多,他们的主观幸福感受到一定的影响。中学生正处于成长叛逆期,他们的心理健康状况和主观幸福感引起了社会的广泛关注。为提高中学生的主观幸福感,让其把握好成长关键期,探索影响中学生主观幸福感的原因是必不可少的。评价无处不在,有主观上对自己的评价,即自我评价,它是个体对自己的能力和社会性的一种判断。合理客观的自我评价可以让学生形成良好的心境,不合理的自我评价可能导致不良的心理状态。除了自我评价外,还有他人评价以及反射性评价即自己感知到的别人的评价。这些评价存在于中学生生活的各个方面,影响他们的主观幸福感。社会知觉指的是个体对他人、群体以及对自己的知觉,社会知觉过程中会产生自我评价、反射性评价和他人评价。社会知觉包含热情和能力两个维度。本文从社会知觉两个维度这种新的视角来研究中学生评价间的关系以及三者间的内部机制对中学生主观幸福感的影响。找出影响中学生主观幸福感的影响因素,并提出有效的教育建议,对问题进行干预,进而提高中学生的心理健康水平。本研究采用整群随机抽样的方法,对武汉市某中学初一至初三共三个年级300名中学生进行随机抽样调查,有效被试224个。采用修订的《自我评价问卷》、《反射性评价问卷》、《他人评价问卷》和《主观幸福感问卷》进行问卷调查研究,采用定量分析的方法,研究初中生自我评价、反射性评价、他人评价和主观幸福感之间的关系,最后得出的主要结果有:(1)初中生自我评价和主观幸福感的特点。初中生自我评价热情和能力维度上都不存在显著的性别差异。自我评价在热情维度上,存在显著年级差异,在能力维度上不存在显著的年级差异。主观幸福感存在显著的性别差异,女生的主观幸福感得分高于男生。(2)初中生自我评价、反射性评价和他人评价之间的关系。初中生自我评价与反射性评价间存在着高度相关,自我评价与他人评价间存在着较低相关性。(3)初中生自我评价、反射性评价、他人评价和主观幸福感的关系。自我评价、反射性评价和他人评价都与主观幸福感相关;控制住自我评价后,他人评价与主观幸福感不存在显著相关;反射性热情评价是通过自我能力评价来影响主观幸福感的,但是不能通过自我热情评价来影响主观幸福感;影响主观幸福感的主要因素就是反射性热情评价和自我能力评价。根据研究结果,发现初中生的主观幸福感主要是受其反射性热情评价和自我能力评价的影响。本研究依据研究结果,提供了相应的团体辅导方案来提升初中生的主观幸福感。
[Abstract]:In recent years, there are more and more tragic reports about middle school students due to psychological problems, and their subjective happiness feels certain influence. Middle school students are growing rebellious, their mental health and subjective well-being have aroused widespread concern. In order to improve the subjective well-being of middle school students and make them grasp the key period of growth, it is necessary to explore the reasons that affect the subjective well-being of middle school students. Evaluation is ubiquitous, subjective evaluation of their own, that is, self-evaluation, it is an individual's own ability and social judgment. Reasonable and objective self-evaluation can make students have a good state of mind, and unreasonable self-evaluation may lead to bad mental state. In addition to self-evaluation, there are others' evaluation and reflexive evaluation, that is, self-perceived evaluation of others. These evaluations exist in all aspects of middle school students' life and affect their subjective well-being. Social perception refers to the perception of individuals to others, groups and themselves. In the process of social perception, self-evaluation, reflexive evaluation and evaluation of others are produced. Social perception includes two dimensions: enthusiasm and ability. From the perspective of two dimensions of social perception, this paper studies the relationship between the evaluation of middle school students and the influence of the internal mechanism of the three on the subjective well-being of middle school students. To find out the factors that affect the subjective well-being of middle school students, and put forward effective educational suggestions to intervene in the problem, and then improve the mental health level of middle school students. In this study, a cluster random sampling method was used to investigate the random sampling of 300 middle school students from grade one to grade three in a middle school in Wuhan, with a total of 224 effective subjects. The self-evaluation questionnaire, the reflexive evaluation questionnaire, the others evaluation questionnaire and the subjective well-being questionnaire were used to study the self-evaluation and reflexive evaluation of junior high school students. The relationship between others' evaluation and subjective well-being. The main results are: (1) the characteristics of self-evaluation and subjective well-being of junior high school students. There is no significant gender difference in the dimensions of self-evaluation enthusiasm and ability of junior high school students. There are significant grade differences in the enthusiasm dimension and no significant grade difference in the ability dimension. The scores of female students' subjective well-being were higher than that of boys'. 2) the relationship among self-evaluation, reflexive evaluation and others' evaluation of junior high school students. There is a high correlation between self-evaluation and reflexive evaluation of junior high school students, and a low correlation between self-evaluation and evaluation of others) the relationship between self-evaluation, reflexive evaluation, other evaluation and subjective well-being of junior high school students. Self-evaluation, reflexive evaluation and others' evaluation are all related to subjective well-being, but after controlling self-evaluation, there is no significant correlation between others' evaluation and subjective well-being. Reflexive enthusiasm evaluation affects subjective well-being through self-ability evaluation, but it can not affect subjective well-being through self-enthusiasm evaluation, and the main factors influencing subjective well-being are reflexive enthusiasm evaluation and self-ability evaluation. According to the research results, we found that the subjective well-being of junior high school students is mainly influenced by their reflexive enthusiasm evaluation and self-ability evaluation. Based on the results of the study, this study provides a group counseling program to improve the subjective well-being of junior high school students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】

初中生自我评价 、反射性评价、他人评价和主观幸福感的关系及辅导研究

初中生自我评价、反射性评价、他人评价和主观幸福感的关系及辅导研究