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

【摘要】： 中學時期是個體身心發(fā)展非常迅速的時期,是一個人從不成熟向成熟過渡的時期。這個時期個體的心理健康狀況往往影響甚至決定著個體成年以后的生活。個體的自我概念水平如何、采取什么應對方式都直接與個體的心理健康狀況有關。所以研究中學生自我概念、應對方式以及對心理健康的影響,對于中學生的心理教育具有重要意義。 本研究在文獻研究的基礎上,采用黃希庭等人編制的《中學生應對方式問卷》、王極盛編制的《中國中學生心理健康量表》以及《田納西自我概念量表》對815名中學生進行調(diào)查,探討中學生自我概念、應對方式以及對心理健康的影響,主要研究結果如下: 1.從總體上看,中學生具有較積極的自我概念和應對方式,但有輕度心理健康問題,首先表現(xiàn)在學習壓力方面,其次是情緒不平衡,第三是適應不良。 2.不同性別的中學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、自我批評以及自我滿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。不同年級的中學生自我概念水平除自我滿意和社會自我因子外,都存在顯著性差異。 3.不同性別的中學生在發(fā)泄和求助兩種應對方式上存在顯著性差異;各年級學生在問題解決、發(fā)泄、幻想、求助四種應對方式上存在顯著性差異。 4.不同性別的中學生的心理健康總均分不存在顯著性差異,男、女生僅在學習壓力、抑郁和焦慮三個因子上存在顯著性差異,且女生的得分高于男生。各年級學生的心理健康水平存在顯著性差異,高三年級學生心理健康水平最低。 5.總體上看,中學生自我概念越積極,越可能采用積極的應對方式,其心理健康狀況越好;反之,中學生自我概念水平越低,則越可能采用消極的應對方式,心理健康狀況越差。 6.中學生的自我概念對問題解決應對方式的預測作用最大,其次是發(fā)泄應對方式,第三是幻想應對方式。 7.中學生的自我概念對心理健康水平都有預測作用,其中心理自我對心理健康水平的預測作用最大,其次是生理自我,第三是自我批評。 8.中學生的各種應對方式對心理健康有預測作用,其中以問題解決應對方式的作用尤為顯著,其次是發(fā)泄應對方式,第三是幻想應對方式。 9.中學生的自我概念通過問題解決、幻想、發(fā)泄三種應對方式對心理健康有間接影響作用,但自我概念對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.
【學位授予單位】：重慶師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G444

【引證文獻】

相關期刊論文 前1條

1 龐宇佳;;民營IT企業(yè)員工自我概念發(fā)展狀況的研究[J];現(xiàn)代企業(yè)教育;2011年02期

相關碩士學位論文 前10條

1 龐宇佳;企業(yè)員工自我概念及其與工作績效的關系研究[D];哈爾濱工程大學;2011年

2 萬靈;中學生社交焦慮現(xiàn)狀、應對方式的特點及二者的關系研究[D];華中師范大學;2007年

3 鹿美麗;中學生自我中心、應對方式與心理健康的關系研究[D];曲阜師范大學;2008年

4 陸洋;不同心理一致感水平初中生對壓力的認知評價研究[D];華東師范大學;2008年

5 張明珠;體育活動對淮安市初中生自我概念影響的調(diào)查研究[D];華東師范大學;2008年

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

7 馬煥芹;中學生父母教養(yǎng)方式、自我概念和欺負行為的關系研究[D];河北師范大學;2010年

8 徐圓圓;大學生中庸自我結構、測量及其與沖突應對策略的相關研究[D];蘇州大學;2012年

9 謝朝艷;單親家庭對子女教育的影響及對策[D];華中師范大學;2012年

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

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