本文選題：自尊 + 同伴關(guān)系��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：童年中晚期是兒童人格發(fā)展的重要時(shí)期,這一時(shí)期兒童不僅要面臨升學(xué)的壓力,同時(shí)也要為進(jìn)入青春期做好準(zhǔn)備。自尊指的是兒童在社會(huì)化過(guò)程中獲得的有關(guān)自我價(jià)值的積極評(píng)價(jià)和體驗(yàn),其發(fā)展水平與兒童的心理健康關(guān)系密切。本研究采用追蹤數(shù)據(jù)對(duì)3到6年級(jí)兒童自尊的發(fā)展趨勢(shì)及其性別差異進(jìn)行了分析,同時(shí)基于自尊發(fā)展的社會(huì)計(jì)量器理論探討了同伴關(guān)系對(duì)自尊發(fā)展軌跡的影響;為探尋兒童中晚期自尊發(fā)展的個(gè)體差異,又進(jìn)一步對(duì)自尊的發(fā)展軌跡進(jìn)行了異質(zhì)性分析,探索童年晚期自尊發(fā)展的軌跡是否存在不同亞組;最后基于中國(guó)文化背景下學(xué)業(yè)適應(yīng)在中小學(xué)教育中的重要作用,探討了學(xué)業(yè)適應(yīng)對(duì)自尊發(fā)展軌跡亞組分類(lèi)的預(yù)測(cè)作用。研究得到以下幾方面結(jié)果:(1)童年中晚期自尊整體呈增長(zhǎng)趨勢(shì),其中女生自尊的起始水平高于男生;但女生自尊的增長(zhǎng)比男生更緩慢;(2)同伴接納程度越高,自尊的發(fā)展水平越高,同伴關(guān)系對(duì)于自尊的發(fā)展具有明顯的促進(jìn)作用;(3)童年中晚期自尊的發(fā)展軌跡可以分為3個(gè)亞組:高上升組、中緩慢下降組、低快速下降組,其中大多數(shù)兒童自尊屬于高上升組(70.69%);(4)學(xué)業(yè)適應(yīng)可以顯著預(yù)測(cè)童年中晚期自尊的發(fā)展軌跡亞組分類(lèi)。與中緩慢下降組相比,學(xué)習(xí)問(wèn)題水平越高,兒童歸屬于高上升組的可能性越小;學(xué)業(yè)成績(jī)?cè)胶?兒童歸屬于高上升組的可能性越大;(5)學(xué)業(yè)成績(jī)與童年中晚期自尊的亞型關(guān)聯(lián)存在顯著性別差異。學(xué)業(yè)成績(jī)表現(xiàn)對(duì)女生自尊發(fā)展的影響要顯著大于對(duì)男生自尊發(fā)展的影響,學(xué)業(yè)成績(jī)?cè)胶?相對(duì)于男生,女生屬于低快速下降組的可能性更大。
[Abstract]:The middle and late childhood is an important period for the development of children's personality. In this period, children should not only face the pressure of going to school, but also prepare for puberty.Self-esteem refers to the positive evaluation and experience of self-worth acquired by children in the process of socialization, whose development level is closely related to children's mental health.This study uses tracking data to analyze the development trend and gender difference of self-esteem of children in grades 3 to 6. At the same time, based on the social metering theory of self-esteem development, the influence of peer relationship on the development track of self-esteem is discussed.In order to explore the individual differences in the development of children's self-esteem in the middle and late stages, the heterogeneity of the development track of self-esteem was further analyzed, and the existence of different subgroups of the trajectory of the development of self-esteem in the late childhood was explored.Finally, based on the important role of academic adaptation in primary and secondary education under Chinese cultural background, this paper discusses the predictive effect of academic adaptation on subgroup classification of self-esteem development trajectory.The results of the study were as follows: (1) the overall self-esteem of middle and late childhood showed an increasing trend, in which the initial level of self-esteem of girls was higher than that of boys, but the increase of self-esteem of girls was slower than that of boys.) the higher the degree of peer acceptance, the higher the level of development of self-esteem.Peer relationship plays a significant role in promoting the development of self-esteem. The development track of self-esteem in middle and late childhood can be divided into three subgroups: high rising group, moderate and slow descending group, low and fast descending group.Most of the children's self-esteem belongs to the high rise group (70.69) academic adaptation can significantly predict the development of childhood self-esteem subgroup classification.The higher the level of learning problems, the less likely the children were to belong to the high rise group, and the better their academic performance was, compared with the moderate and slow decline group.The higher the probability of children belonging to the high rise group the more significant gender difference was found between academic achievement and subtype of self-esteem in middle and late childhood.The effect of academic performance on the development of girls' self-esteem was significantly greater than that on boys' self-esteem development. The better the academic performance, the more likely girls were to belong to the group of low and rapid decline compared with boys.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B844.1

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