發(fā)布時(shí)間：2018-08-26 15:03

【摘要】：對(duì)于中學(xué)生來(lái)說(shuō),其身心健康在一定程度上會(huì)由于遭受了攻擊而受到比較嚴(yán)重的影響,不但會(huì)影響到學(xué)生的性格,對(duì)事務(wù)的認(rèn)知程度,而且還會(huì)對(duì)正常的教學(xué)工作造成一定的影響,更有甚者會(huì)致使同學(xué)走向不正確的道路。所以,本篇論文主要對(duì)中學(xué)生發(fā)生的攻擊行為進(jìn)行研究,這對(duì)于其身心健康發(fā)展、教育教學(xué)順利開(kāi)展、家庭幸福和睦以及社會(huì)平穩(wěn)發(fā)展等各個(gè)方面均具有特殊意義。本次論文采取問(wèn)卷調(diào)查的方法,選擇510名同學(xué)作為研究目標(biāo),對(duì)其進(jìn)行一段時(shí)間的觀察,觀察其攻擊行為的情況,然后分析研究它和社會(huì)支持之間存在的關(guān)系,其結(jié)果顯示:(1)中學(xué)生存在較為普遍的身體攻擊、語(yǔ)言攻擊等攻擊行為。且在性別、年級(jí)、家庭結(jié)構(gòu)等方面表現(xiàn)出較大的差異性。(2)當(dāng)前中學(xué)生的安全感受仍處于較低水平。且在性別、年級(jí)、家庭結(jié)構(gòu)等方面表現(xiàn)出差異性。(3)中學(xué)生在主觀支持方面的得分是最高的,然后就是客觀支持,而支持的利用程度的得分?jǐn)?shù)最少。這就表明中學(xué)生在客觀方面得到的支持較少,又因?yàn)樗麄兊纳硇倪�沒(méi)有發(fā)展健全,所以對(duì)于支持利用方面不具備較強(qiáng)的主動(dòng)性。且在性別、年級(jí)、家庭結(jié)構(gòu)等方面表現(xiàn)出差異性。(4)安全感、社會(huì)支持與攻擊行為存在負(fù)相關(guān),社會(huì)支持與安全感之間存在正相關(guān)。這表明中學(xué)生得到越多的社會(huì)支持,其安全感便會(huì)提高,進(jìn)而便會(huì)降低其攻擊行為出現(xiàn)的次數(shù),反之亦然,一旦他們得到的社會(huì)支持少的話(huà),他們的安全感就會(huì)下降,因此就會(huì)產(chǎn)生越來(lái)越多的攻擊行為。(5)安全感既可以通過(guò)社會(huì)支持間接作用,對(duì)中學(xué)生攻擊行為產(chǎn)生影響又可以直接對(duì)中學(xué)生攻擊行為產(chǎn)生影響,社會(huì)支持在安全感影響中學(xué)生攻擊行為的過(guò)程中起部分中介作用。
[Abstract]:For middle school students, their physical and mental health will be seriously affected to some extent by being attacked. It will not only affect the students' character, but also their cognitive level of affairs. Moreover, it will have a certain influence on normal teaching work, and even cause students to go the wrong way. Therefore, this paper mainly studies the aggressive behavior of middle school students, which is of special significance to their physical and mental health development, education and teaching, family happiness and harmonious development of society and so on. This paper adopts the method of questionnaire, selects 510 students as the research target, observes their aggression behavior for a period of time, and then analyzes the relationship between it and social support. The results show that: (1) there are more common physical attacks, language attacks and other aggressive behaviors in middle school students. And in gender, grade, family structure and other aspects show a great difference. (2) the safety of middle school students is still in a low level. And in gender, grade, family structure and other aspects of differences. (3) Middle school students in subjective support score is the highest, then objective support, and the use of support degree of score is the least. This shows that middle school students have less support in objective aspects, and because their body and mind have not yet developed and sound, so they do not have a strong initiative to support the use of. There were significant differences in sex, grade and family structure. (4) sense of security, social support was negatively correlated with aggressive behavior, and social support was positively correlated with sense of security. This means that the more social support a middle school student receives, the higher his sense of security will be, which in turn will reduce the number of attacks, and vice versa, and once they receive less social support, their sense of security will decline. Therefore, there will be more and more aggressive behavior. (5) sense of security can not only influence secondary school students' aggressive behavior through social support, but also directly influence middle school students' aggressive behavior. Social support plays an intermediary role in the process of sense of security affecting middle school students' aggressive behavior.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G444

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本文編號(hào)：2205240