本文選題：小學(xué)生　切入點(diǎn)：社會(huì)排斥　出處：《沈陽師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在兒童發(fā)展領(lǐng)域,社會(huì)排斥被定義為阻礙其他兒童獲得友誼或加入社會(huì)團(tuán)體。社會(huì)排斥既是個(gè)體間友誼形成的基礎(chǔ),同時(shí)也可以表現(xiàn)為敵對(duì)的形式,并以傷害他人為目的。并且無論以何種方式表現(xiàn)出的社會(huì)排斥,都會(huì)造成兒童在情緒和心理上的不良后果。本研究的目的在于探索小學(xué)生社會(huì)排斥的結(jié)構(gòu)并編制適用于我國(guó)小學(xué)生群體的社會(huì)排斥自測(cè)問卷。本研究通過查閱國(guó)內(nèi)外相關(guān)文獻(xiàn),對(duì)40名小學(xué)生、23名小學(xué)一線教師進(jìn)行訪談,以及征求有關(guān)專家意見,提出了小學(xué)生社會(huì)排斥的五因素模型,編制了兒童社會(huì)排斥的預(yù)測(cè)問卷。根據(jù)項(xiàng)目分析以及對(duì)394份預(yù)測(cè)問卷進(jìn)行探索性因素分析的結(jié)果,對(duì)項(xiàng)目進(jìn)行刪減,并將初始問卷中兩個(gè)維度進(jìn)行合并,將小學(xué)生社會(huì)排斥的五因素模型調(diào)整為四因素模型,最終形成兒童社會(huì)排斥的正式問卷;通過對(duì)來自沈陽市5所學(xué)校的1570份3-6年級(jí)小學(xué)生進(jìn)行正式問卷的施測(cè)得到的有效問卷進(jìn)行的統(tǒng)計(jì)分析,考察了問卷的信效度并探討了社會(huì)排斥問卷得分在人口學(xué)變量上的差異。本研究結(jié)果表明:(1)我國(guó)小學(xué)生社會(huì)排斥由四個(gè)維度組成,包括拒絕、忽視、中傷以及差別對(duì)待。(2)根據(jù)本研究建構(gòu)的理論模型編制的《小學(xué)生社會(huì)排斥問卷》具有較好的信效度,可以為小學(xué)心理健康教育中有關(guān)兒童社會(huì)交往的研究提供測(cè)量工具。(3)小學(xué)生社會(huì)排斥問卷得分在性別、生源地、年級(jí)、學(xué)習(xí)成績(jī)、是否為班干、學(xué)校類型、家庭類型以及父母婚姻狀況上差異顯著。在性別方面,男生的社會(huì)排斥程度比女生高;生源地方面,生源地為農(nóng)村的學(xué)生社會(huì)排斥問卷總分以及各維度得分均顯著高于城鎮(zhèn)學(xué)生;年級(jí)方面,四個(gè)年級(jí)的被試社會(huì)排斥問卷總分差異顯著,其中三年級(jí)兒童的社會(huì)排斥得分顯著高于其他三個(gè)年級(jí);在學(xué)習(xí)成績(jī)方面,學(xué)習(xí)成績(jī)低的學(xué)生社會(huì)排斥問卷總分以及各維度得分顯著高于成績(jī)高的學(xué)生;班干差異上,班級(jí)干部社會(huì)排斥問卷總分以及各維度得分都顯著低于普通學(xué)生;在不同學(xué)校類型中,市區(qū)農(nóng)民工小學(xué)生的社會(huì)排斥得分顯著高于其他各類型學(xué)校兒童;而在不同家庭類型的被試中,單親家庭的兒童社會(huì)排斥問卷總分以及在各維度上的得分均顯著高于其他類型家庭的兒童,而核心家庭大家庭的兒童得分則顯著低于其他兒童。文章最后討論了兒童社會(huì)排斥研究的教育啟示。
[Abstract]:In the field of child development, social exclusion is defined as preventing other children from gaining friendship or joining social groups. Social exclusion is not only the basis of friendship between individuals, but also a form of hostility. And with a view to harming others. And in any way social exclusion, The purpose of this study is to explore the structure of primary school students' social exclusion and to compile a self-test questionnaire of social exclusion for primary school students in China. An interview was conducted among 40 primary school teachers and 23 primary school teachers, and a five-factor model of primary school students' social exclusion was proposed. According to the results of item analysis and exploratory factor analysis of 394 forecasting questionnaires, the items were deleted and the two dimensions of the initial questionnaire were combined. The five-factor model of primary school students' social exclusion is adjusted to four-factor model, and a formal questionnaire for children's social exclusion is formed. Based on the statistical analysis of 1570 valid questionnaires of pupils in grades 3-6 from 5 schools in Shenyang, The reliability and validity of the questionnaire were investigated and the difference of the score of social exclusion questionnaire in demographic variables was discussed. The results show that the social exclusion of primary school students in China consists of four dimensions, including rejection, neglect, and social exclusion. According to the theoretical model constructed by this study, the questionnaire on Social exclusion of Primary School students has good reliability and validity. It can be used as a measuring tool for the study of children's social interaction in primary school mental health education.) pupils' social exclusion questionnaire scores in gender, place of origin, grade, academic achievement, whether in class, school type, or not. There were significant differences in the type of family and marital status of parents. In terms of gender, male students were more socially excluded than girls. The total scores and dimensions of social exclusion questionnaire in rural areas were significantly higher than those of urban students, and there were significant differences in the total scores of social exclusion questionnaires among the four grades. The score of social exclusion of the third grade children was significantly higher than that of the other three grades; in the aspect of learning achievement, the total score and the scores of each dimension of the social exclusion questionnaire of the students with low academic achievement were significantly higher than those of the students with high scores. The total scores of class cadres' social exclusion questionnaire and the scores of each dimension were significantly lower than those of ordinary students, and in different school types, the scores of social exclusion of primary school students of rural migrant workers in urban areas were significantly higher than those of other types of school children. However, in the subjects of different family types, the total score of social exclusion questionnaire for children from single-parent families and the scores in each dimension were significantly higher than those of children from other types of families. However, the score of children in nuclear family is significantly lower than that of other children. Finally, the educational implications of the study on social exclusion of children are discussed.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.1

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