本文選題：中學(xué)生 + 自我概念��； 參考：《重慶師范大學(xué)》2006年碩士論文

【摘要】： 中學(xué)時(shí)期是個(gè)體身心發(fā)展非常迅速的時(shí)期,是一個(gè)人從不成熟向成熟過(guò)渡的時(shí)期。這個(gè)時(shí)期個(gè)體的心理健康狀況往往影響甚至決定著個(gè)體成年以后的生活。個(gè)體的自我概念水平如何、采取什么應(yīng)對(duì)方式都直接與個(gè)體的心理健康狀況有關(guān)。所以研究中學(xué)生自我概念、應(yīng)對(duì)方式以及對(duì)心理健康的影響,對(duì)于中學(xué)生的心理教育具有重要意義。 本研究在文獻(xiàn)研究的基礎(chǔ)上,采用黃希庭等人編制的《中學(xué)生應(yīng)對(duì)方式問(wèn)卷》、王極盛編制的《中國(guó)中學(xué)生心理健康量表》以及《田納西自我概念量表》對(duì)815名中學(xué)生進(jìn)行調(diào)查,探討中學(xué)生自我概念、應(yīng)對(duì)方式以及對(duì)心理健康的影響,主要研究結(jié)果如下: 1.從總體上看,中學(xué)生具有較積極的自我概念和應(yīng)對(duì)方式,但有輕度心理健康問(wèn)題,首先表現(xiàn)在學(xué)習(xí)壓力方面,其次是情緒不平衡,第三是適應(yīng)不良。 2.不同性別的中學(xué)生總體自我概念不存在顯著性差異,但在生理自我、倫理道德自我、心理自我、自我批評(píng)以及自我滿(mǎn)意因子上存在顯著性差異,男生的倫理道德自我得分低于女生,而其它則高于女生。不同年級(jí)的中學(xué)生自我概念水平除自我滿(mǎn)意和社會(huì)自我因子外,都存在顯著性差異。 3.不同性別的中學(xué)生在發(fā)泄和求助兩種應(yīng)對(duì)方式上存在顯著性差異;各年級(jí)學(xué)生在問(wèn)題解決、發(fā)泄、幻想、求助四種應(yīng)對(duì)方式上存在顯著性差異。 4.不同性別的中學(xué)生的心理健康總均分不存在顯著性差異,男、女生僅在學(xué)習(xí)壓力、抑郁和焦慮三個(gè)因子上存在顯著性差異,且女生的得分高于男生。各年級(jí)學(xué)生的心理健康水平存在顯著性差異,高三年級(jí)學(xué)生心理健康水平最低。 5.總體上看,中學(xué)生自我概念越積極,越可能采用積極的應(yīng)對(duì)方式,其心理健康狀況越好;反之,中學(xué)生自我概念水平越低,則越可能采用消極的應(yīng)對(duì)方式,心理健康狀況越差。 6.中學(xué)生的自我概念對(duì)問(wèn)題解決應(yīng)對(duì)方式的預(yù)測(cè)作用最大,其次是發(fā)泄應(yīng)對(duì)方式,第三是幻想應(yīng)對(duì)方式。 7.中學(xué)生的自我概念對(duì)心理健康水平都有預(yù)測(cè)作用,其中心理自我對(duì)心理健康水平的預(yù)測(cè)作用最大,其次是生理自我,第三是自我批評(píng)。 8.中學(xué)生的各種應(yīng)對(duì)方式對(duì)心理健康有預(yù)測(cè)作用,其中以問(wèn)題解決應(yīng)對(duì)方式的作用尤為顯著,其次是發(fā)泄應(yīng)對(duì)方式,第三是幻想應(yīng)對(duì)方式。 9.中學(xué)生的自我概念通過(guò)問(wèn)題解決、幻想、發(fā)泄三種應(yīng)對(duì)方式對(duì)心理健康有間接影響作用,但自我概念對(duì)心理健康的直接作用大于間接作用。
[Abstract]:The middle school period is a period of rapid development of individual body and mind, and a period of transition from immaturity to maturity. The mental health of individuals in this period often affects and even determines their adult life. The level of self-concept and coping styles are directly related to the mental health of individuals. Therefore, the study of middle school students' self-concept, coping style and its influence on mental health is of great significance to middle school students' psychological education. On the basis of literature study, 815 middle school students were investigated with Huang Xiting's coping style questionnaire, Wang Jisheng's Mental Health scale of Chinese Middle School students and Tennessee Self-Concepts scale. The main results are as follows: 1. On the whole, middle school students have positive self-concept and coping style, but they have mild mental health problems. The third is maladjustment. 2. There was no significant difference in the overall self-concept of middle school students of different genders, but there were significant differences in the factors of physiological self, ethical and moral self, psychological self, self-criticism and self-satisfaction. Boys scored lower ethical and moral self-scores than girls, while others scored higher than girls. There were significant differences in self-concept level among middle school students in different grades except self-satisfaction and social self-factors. There were significant differences between the two coping styles of venting and seeking help among students of different genders. There were significant differences among the four coping styles. 4. There was no significant difference in the total mean scores of mental health of middle school students of different genders. There were only significant differences among male and female students in three factors: learning stress, depression and anxiety, and the scores of girls were higher than those of boys. There was significant difference in the mental health level of the students in each grade, and the mental health level of the students in the third grade was the lowest. 5. 5. In general, the more positive self-concept of middle school students, the more likely they are to adopt positive coping styles, and the better their mental health status is; on the other hand, the lower the level of self-concept of middle school students, the more likely they are to adopt negative coping styles. The worse the mental health. 6. The self-concept of middle school students has the greatest predictive effect on problem solving coping style, followed by venting coping style, and fantasy coping style is the third. 7. 7%. The self-concept of middle school students can predict the level of mental health, and the psychological self is the most important predictor of the level of mental health, followed by the physiological self. The third is self-criticism. The coping styles of middle school students have predictive effects on mental health, especially problem-solving coping styles, followed by venting coping styles. The third is fantasy coping style. 9. The self-concept of middle school students has indirect effects on mental health through problem-solving, fantasy and venting, but the direct effect of self-concept on mental health is greater than that on mental health.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類(lèi)號(hào)】：G444

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

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6 鐘玉蓮;龍巖地區(qū)單親家庭初中生心理健康狀況調(diào)查及干預(yù)研究[D];福建師范大學(xué);2009年

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8 徐圓圓;大學(xué)生中庸自我結(jié)構(gòu)、測(cè)量及其與沖突應(yīng)對(duì)策略的相關(guān)研究[D];蘇州大學(xué);2012年

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10 張?zhí)旆?雙語(yǔ)溝通法對(duì)小學(xué)聾生學(xué)業(yè)自我概念的影響研究[D];遼寧師范大學(xué);2011年

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