留守初中生自我接纳与人际关系相关及其干预研究

发布时间：2018-06-21 08:59

本文选题：留守初中生 + 自我接纳　；参考：《云南师范大学》2017年硕士论文

【摘要】：现今越来越多的研究表明,缺乏父母陪伴、关爱,并且处在身心发展关键时期的留守初中生,在多方面表现出不同程度的问题。自我接纳是自我意识的重要组成部分,是健全人格的重要前提,是个体社会生存的重要影响因素,它影响着个体的心理健康、行为活动和社会人际交往。良好的人际关系是人们满足自身需求,顺利进行社会生活的必须品。自我接纳水平的高低关乎留守初中生是否能够全面而客观的评价自己,接纳自己。他们的自我接纳水平,受到很多因素影响,要让他们能够正视自己的不足、家庭背景的特殊性、以及自身的优点需要进行多方面的综合。只有拥有较高的自我接纳水平,他们才能做到接纳自己自身所具备的特征,也能够在社会交往中接纳他人,从而获取良好的人际关系。因此,了解留守初中生自我接纳和人际交往水平的特征,提升他们的自我接纳水平,改善人际关系状况显得迫切而必要。本研究有两个部分:研究一是运用《自我接纳问卷(SAQ)》、《人际关系综合诊断量表》,对某地区中学的留守初中生进行自我接纳水平和人际关系的现状调查,分析自我接纳水平和人际关系状况之间的相关性;研究二是通过对留守初中生进行团体心理辅导,提高他们的自我接纳水平,改善人际关系状况。本研究结果:(1)留守初中生的自我接纳和人际关系水平,及各维度均显著低于非留守初中生。(2)留守初中生的自我接纳和人际关系水平在性别、年级、抚养同住人的类型、父母外出务工时长、父母回家频率等人口学变量上都存在显著差异。(3)留守初中生的自我接纳与人际关系之间具有显著的负相关,即自我接纳水平越高,人际关系问题越少。(4)通过团体心理辅导的干预,留守初中生的自我接纳水平有显著的提高,同时能够改善留守初中生的人际关系问题。
[Abstract]:Nowadays, more and more researches show that the left-behind junior high school students who lack parental companionship, care, and are in the critical period of physical and mental development have different degrees of problems in many aspects. Self-acceptance is an important part of self-consciousness, an important premise of sound personality, an important influence factor of individual social survival, and it affects individual's mental health, behavior and social interpersonal communication. Good interpersonal relationship is necessary for people to meet their own needs and carry out social life smoothly. The level of self-acceptance is related to whether the left-behind junior high school students can comprehensively and objectively evaluate themselves and accept themselves. Their level of self-acceptance is influenced by many factors. To enable them to face up to their own shortcomings, the particularity of their family background, and their own advantages need to be integrated in many ways. Only if they have a higher level of self-acceptance can they accept their own characteristics and accept others in their social interaction so as to gain good interpersonal relationship. Therefore, it is urgent and necessary to understand the characteristics of self-acceptance and interpersonal communication of left-behind junior high school students, to improve their self-acceptance level and to improve their interpersonal relationship. There are two parts in this study: one is to investigate the level of self-acceptance and interpersonal relationship of left-behind junior high school students in a certain area by using the Self-acceptance questionnaire (SAQ) and the Comprehensive Diagnostic scale of interpersonal relationships. The second is to improve the self-acceptance level and interpersonal relationship through group counseling to the left-behind junior high school students. The results of this study were as follows: (1) the self-acceptance and interpersonal relationship level of left-behind junior high school students were significantly lower than those of non-left-behind junior high school students, and the level of self-acceptance and interpersonal relationship of left-behind junior high school students were significantly lower than those of non-left-behind junior high school students. There were significant differences in demographic variables, such as the length of working hours and the frequency of parents going home. (3) there was a significant negative correlation between self-acceptance and interpersonal relationship of left-behind junior high school students, that is, the higher the level of self-acceptance, the higher the level of self-acceptance. Through the intervention of group psychological counseling, the self-acceptance level of left-behind junior high school students can be improved significantly, and the interpersonal relationship problems of left-behind junior high school students can be improved at the same time.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【相似文献】