本文選題：心理彈性 + 師生互動風格��； 參考：《華中師范大學》2017年碩士論文

【摘要】：在人生的發(fā)展歷程中,初中生正處于身心發(fā)展的重要轉(zhuǎn)折期或者說是人生的關(guān)鍵期,身心的各個方面迅速發(fā)展并逐漸趨向成熟。盡管初中生心理素質(zhì)的每一個方面都在不斷地變化并且持續(xù)發(fā)展,但是相對于身體的結(jié)構(gòu)發(fā)育和成熟的速度則顯得遲延,結(jié)合初中生身心發(fā)展的規(guī)律和我國留守初中生的處境,我國留守初中生身心的發(fā)展面臨著挑戰(zhàn),他們在身心發(fā)展的關(guān)鍵期遭遇到了情感缺失,這階段的留守兒童的身心發(fā)展主要依靠自身內(nèi)在心理潛能和學校教育資源的外在影響的相互作用獲得自身持續(xù)發(fā)展。自從施行改革開放政策以后,經(jīng)濟發(fā)展很快,隨著經(jīng)濟結(jié)構(gòu)的調(diào)整,農(nóng)村剩余勞動力大量流向經(jīng)濟發(fā)展較快地區(qū),為城市的建設(shè)和我國經(jīng)濟發(fā)展做出了很大貢獻,但也有不利因素,大量留守兒童的出現(xiàn),給教育工作帶來了困難,由于留守孩子親情的缺失,他們的學習和生活也出現(xiàn)難題,留守兒童的心理問題也日益成為人們關(guān)注的問題,留守初中生的數(shù)量在所有留守兒童數(shù)量中所占的比例最多,盡管留守初中生建立了自理能力,但留守帶來的一系列的問題對他們產(chǎn)生了很大的影響,他們處于人生的轉(zhuǎn)折期,可塑性很強,這個時期的成長關(guān)系到他們?nèi)松陌l(fā)展。對留守初中生而言,心理彈性、師生互動風格對他們心理健康的影響是兩個最直接因素,本研究側(cè)重考察這兩個變量對他們心理健康狀況的影響的。本研究結(jié)論如下:(1)由不同年級留守初中生心理問題量表各維度得分均值可知,七年級、九年級得分要低于八年級,八年級的留守初中生心理健康水平低于七年級和九年級。(2)來自城市的留守初中生與來自鄉(xiāng)鎮(zhèn)的留守初中生心理健康狀況存在很大差別,總體來講,城市的要好于鄉(xiāng)鎮(zhèn),在心理健康狀況方面。(3)心理彈性與師生互動風格相關(guān)分析表明:心理彈性與師生互動風格的相關(guān)系數(shù)呈正相關(guān)。(4)留守初中生心理彈性對他們的心理健康狀況有非常明顯的正向預測作用,相對而言,個人力維度貢獻率比較大。結(jié)合調(diào)查情況以及分析結(jié)果,根據(jù)當前留守初中生存在的問題;研究者給出了合理化的建議,留守初中生的生活和學習條件依然需要改善。本研究主要目的是改善留守初中生的生活和學習條件,為提高他們的心理健康提供科學依據(jù)。
[Abstract]:In the development of life, junior high school students are in an important turning point of physical and mental development, or the key period of life, the physical and mental aspects of the rapid development and gradually tend to mature. Although every aspect of junior high school students' psychological quality is constantly changing and developing continuously, the speed of structure development and maturation of junior high school students appears to be delayed, combined with the law of physical and mental development of junior high school students and the situation of Chinese left-behind junior high school students. The mental and physical development of the left-behind junior high school students in our country is facing challenges, and they have encountered emotional deficiency in the critical period of their physical and mental development. The mental and physical development of left-behind children in this stage mainly depends on the interaction of their inner psychological potential and the external influence of school educational resources to achieve their own sustainable development. Since the implementation of the policy of reform and opening up, the economy has developed rapidly. With the adjustment of the economic structure, a large number of rural surplus labor forces have been flowing to areas with rapid economic development, which have made great contributions to the construction of cities and the economic development of our country. However, there are also unfavorable factors. The emergence of a large number of left-behind children has brought difficulties to the education work. Due to the lack of family affection of left-behind children, there are also problems in their study and life. The psychological problems of left-behind children have increasingly become a concern of people. The number of left-behind junior high school students accounts for the largest proportion of the total number of left-behind children. Although left-behind junior high school students have established self-care ability, a series of problems brought about by staying behind have a great impact on them, and they are in a turning point in their lives. Plasticity is very strong, the growth of this period related to the development of their lives. For the left-behind junior high school students, the influence of psychological flexibility, teacher-student interaction style on their mental health is the two most direct factors, this study focuses on the impact of these two variables on their mental health status. The results of this study are as follows: (1) based on the average score of mental problems scale of left-behind junior high school students in different grades, the scores of grade 7 and grade 9 are lower than those of grade 8. The mental health level of the left-behind junior high school students in the eighth grade is lower than that in the seventh and ninth grades.) there are great differences in the mental health status between the left-behind junior high school students from the city and the left-behind junior high school students from the towns. In general, the urban students are better than the townships. The correlation analysis between resilience and teacher-student interaction style shows that: the correlation coefficient between resilience and teacher-student interaction style is positive correlation. 4) the psychological resilience of left-behind junior high school students has a positive correlation with their mental health status. The often obvious positive predictive effect, Comparatively speaking, the individual force dimension contribution rate is quite big. Combined with the investigation and analysis results, according to the current problems of left-behind junior high school students, the researcher gives some reasonable suggestions, and the living and learning conditions of left-behind junior high school students still need to be improved. The purpose of this study is to improve the living and learning conditions of left-behind junior high school students and to provide scientific basis for improving their mental health.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B844.2

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本文編號：1886192