本文關(guān)鍵詞：受欺負(fù)初中生學(xué)校適應(yīng)性的彈性發(fā)展及干預(yù)　出處：《山西醫(yī)科大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

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【摘要】：目的:調(diào)查當(dāng)前在校初中生的受欺負(fù)情況,了解受欺負(fù)初中生的學(xué)校適應(yīng)性現(xiàn)狀,探討父母教養(yǎng)方式、自尊水平對(duì)受欺負(fù)初中生學(xué)校適應(yīng)性彈性發(fā)展的影響;研究自尊團(tuán)體心理輔導(dǎo)對(duì)受欺負(fù)初中生學(xué)校適應(yīng)性及自尊水平的作用。對(duì)象:調(diào)查研究采取分層整群隨機(jī)抽樣法,選取某市四所初中、32個(gè)班的初中生為研究對(duì)象,以班級(jí)為單位進(jìn)行團(tuán)體施測(cè)。干預(yù)研究從調(diào)查研究的受欺負(fù)初中生學(xué)校適應(yīng)性非彈性組中隨機(jī)抽取80名同學(xué)為研究對(duì)象,分為干預(yù)組和對(duì)照組。方法:(1)調(diào)查研究:采用問(wèn)卷調(diào)查法,將《一般情況調(diào)查表》、《初中生學(xué)校適應(yīng)問(wèn)卷》、《父母教養(yǎng)方式量表》、《Olweu兒童欺負(fù)問(wèn)卷(初中版)》受欺負(fù)分量表、《羅森伯格自尊量表》作為本調(diào)查研究的工具。研究?jī)?nèi)容包括:初中生受欺負(fù)行為的基本特點(diǎn)、受欺負(fù)初中生的學(xué)校適應(yīng)性及相關(guān)因素的特點(diǎn)、受欺負(fù)初中生學(xué)校適應(yīng)性的彈性發(fā)展研究。(2)干預(yù)研究:根據(jù)調(diào)查研究結(jié)果設(shè)計(jì)符合受欺負(fù)初中生心理需求的自尊團(tuán)體輔導(dǎo)方案,對(duì)干預(yù)組進(jìn)行為期兩個(gè)月共8次的自尊團(tuán)體心理輔導(dǎo)課程,每周一次,每次約90分鐘。對(duì)照組學(xué)生不參加該團(tuán)體心理輔導(dǎo)課程。結(jié)果:1、調(diào)查研究結(jié)果:(1)所調(diào)查的學(xué)生群體中受欺負(fù)的有832人,占所調(diào)查的學(xué)生比例為50.03%。不同性別和年級(jí)學(xué)生的受欺負(fù)情況存在顯著差異(性別:χ~2=66.875,p0.001;年級(jí):χ~2=21.748,p0.001)。不同性別和年級(jí)學(xué)生的受欺負(fù)類(lèi)型存在顯著差異(p0.05)。(2)受欺負(fù)初中生的常規(guī)適應(yīng)在性別上有顯著差異(p0.05);除同伴關(guān)系維度外,學(xué)校適應(yīng)總分及其他維度在年級(jí)上有顯著差異(p0.05);除師生關(guān)系和常規(guī)適應(yīng)外,學(xué)校適應(yīng)總分及其他維度在家庭經(jīng)濟(jì)情況上有差異(p0.05)。(3)非受欺負(fù)初中生在學(xué)校適應(yīng)性總量表及各個(gè)分量表上的得分均顯著高于受欺負(fù)初中生(p0.01);除了父親過(guò)度保護(hù)因子以外,受欺負(fù)初中生與非受欺負(fù)初中生的父母教養(yǎng)方式存在顯著差異(p0.001);非受欺負(fù)初中生在自尊量表上的得分顯著高于受欺負(fù)初中生(t=4.987,p0.001)。(4)除父親過(guò)度保護(hù)因子以外,彈性發(fā)展組與非彈性組的父母教養(yǎng)方式存在顯著差異(p0.05);彈性發(fā)展組在自尊量表上的得分顯著高于非彈性發(fā)展組(t=-7.994,p0.001)。(5)自尊在父親拒絕、情感溫暖、母親情感溫暖對(duì)學(xué)校適應(yīng)的影響中起到部分中介作用,在母親過(guò)度保護(hù)對(duì)學(xué)校適應(yīng)的影響中起到完全中介作用。2、干預(yù)研究結(jié)果:(1)自尊的組內(nèi)比較,干預(yù)組前后測(cè)存在顯著差異(t=-7.185,p0.001),對(duì)照組無(wú)顯著差異(p0.05);組間比較,干預(yù)組自尊量表上得分的增值顯著高于對(duì)照組(t=4.335,p0.001)。(2)學(xué)校適應(yīng)性的組內(nèi)比較,干預(yù)組學(xué)校適應(yīng)總量表(t=-3.516,p0.01)、學(xué)校態(tài)度與情感(t=-2.494,p0.05)和同伴關(guān)系(t=-4.221,p0.001)各維度前后測(cè)存在顯著差異,對(duì)照組無(wú)顯著差異(p0.05);組間比較,干預(yù)組學(xué)校適應(yīng)總量表(t=2.895,p0.01)及學(xué)校態(tài)度與情感(t=2.203,p0.05)和同伴關(guān)系(t=3.585,p0.01)各維度上得分的增值顯著高于對(duì)照組,其他維度無(wú)顯著差異(p0.05)。研究結(jié)論:(1)初中生受欺負(fù)狀況具有普遍性,受欺負(fù)發(fā)生率和受欺負(fù)類(lèi)型存在性別和年級(jí)差異。(2)父母教養(yǎng)方式和自尊是影響受欺負(fù)初中生學(xué)校適應(yīng)彈性發(fā)展的重要因素,且父母教養(yǎng)方式、自尊、學(xué)校適應(yīng)彈性水平三者之間存在顯著相關(guān)。(3)自尊在父親拒絕、父親情感溫暖、母親情感溫暖對(duì)學(xué)校適應(yīng)的影響中起到部分中介作用,在母親過(guò)度保護(hù)對(duì)學(xué)校適應(yīng)的影響中起到完全中介作用。(4)本研究設(shè)計(jì)的自尊團(tuán)體輔導(dǎo)可以顯著改善受欺負(fù)初中生的自尊水平,并通過(guò)自尊水平的改善提高其學(xué)校適應(yīng),但該團(tuán)體輔導(dǎo)對(duì)提高學(xué)業(yè)適應(yīng)、師生關(guān)系和常規(guī)適應(yīng)作用不顯著。
[Abstract]:Objective: To investigate the current junior middle school students being bullied, understand bullied school adaptability of the junior middle school students, to explore the parenting style, self-esteem level of victimization of junior middle school students adaptability flexible development; Study on self-esteem of group counseling on bullying school adaptability and self-esteem. Research object: take stratified random sampling method, selected from four junior high school, 32 classes of junior high school students as the research object, the questionnaire to the class as a unit. The intervention study from the investigation of junior high school students being bullied school adaptability inelastic group were randomly selected 80 students as the research object, divided into intervention group and control group. Methods: (1) research: using the method of questionnaire survey, the general situation questionnaire < >, < school adaptation questionnaire >, < EMBU > as the research. The research contents include: the basic characteristics of bullying behavior of junior middle school students, the characteristics of school bullying adaptability and related factors, research and development of elastic bullied school adaptability. (2) intervention study: according to the investigation and research the results meet the design of self-esteem group counseling program bully junior high school students' psychological needs, curriculum self-esteem group counseling for two months a total of 8 times in the intervention group, every week, every 90 minutes. The control group students do not participate in the group counseling courses. Results: 1. The research results: (1) the survey of students being bullied have 832 people, accounting for the proportion of students for the 50.03%. of different gender and grade student victimization are significant difference (gender: X ~2=66.875, p0.001 x ~2=21.748, p0.00 grade; 1). There were significant differences in different gender and grade students' bullying type (P0.05). (2) victimization of junior high school students to adapt to the conventional significant differences in gender (P0.05); in addition to peer relation, school adjustment score and other dimensions have significant difference in grade (P0.05); in addition to the relationship between teachers and students and the conventional adjustment, school adjustment score and other dimensions there are differences in the family economic situation (P0.05). (3) non victimization of junior high school students in school adaptability of total scale and each subscale scores were significantly higher than junior high school students being bullied (P0.01); in addition to father's over protection factor, there are significant differences by junior high school students and non bullying victimization of junior high school students' parental rearing pattern (p0.001); non victimization of junior high school students in self-esteem scores were significantly higher than that of victimization of junior high school students (t=4.987, p0.001). (4) in addition to father's over protection factor, elastic and non Development Group There are significant differences in elastic group parenting style (P0.05); flexible development group on the self-esteem scale score was significantly higher than that of non elastic development group (t=-7.994, p0.001). (5) self-esteem in emotional warmth, father refused to play the part of the intermediary role influence of mother's emotional warmth on school adjustment, the mother's excessive the protection effect on school adaptation plays a completely mediating role.2, intervention study results: (1) high self-esteem group, the intervention group before and after the test there are significant differences (t=-7.185, p0.001), the control group had no significant difference (P0.05); comparison between groups, the intervention group added self-esteem scale was significantly higher than that of the control group (t=4.335, p0.001). (2) comparison of school adaptation within the group, the intervention group to total scale (t=-3.516, P0.01), the school attitude and emotion (t=-2.494, P0.05) and peer relationship (t= -4.221, p0.001) dimensions there are significant differences before and after the test, the control group Significant differences (P0.05); comparison between groups, the intervention group to total scale (t=2.895, P0.01) and the school attitude and emotion (t=2.203, P0.05) and peer relationship (t=3.585, P0.01) the value of each dimension scores significantly higher than the control group, no significant difference in other dimensions (P0.05). Conclusions: (1 junior middle school students) bullying situation is universal, the incidence of bullying and victimization are different gender and grade types. (2) parenting style and self-esteem are affected by bullying school to adapt to the important factors of the development of flexible, self-esteem and parental rearing style, there is a significant correlation between the school level three (flexible. 3) self-esteem in the father refused, father's emotional warmth, play the part of the intermediary role influence of mother's emotional warmth on school adjustment, in the mother's over protection effect on school adaptation plays a completely mediating role. (4) the design of self esteem group Physical education can significantly improve the self-esteem level of the bullied junior middle school students, and improve their school adjustment through the improvement of self-esteem level. However, the group counseling has no significant effect on improving academic adaptation, teacher-student relationship and routine adaptation.

【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B844.2

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