本文選題：初中生 + 自尊��； 參考：《山西大學(xué)》2009年碩士論文

【摘要】： 初中階段是個體在身心各方面發(fā)展非常迅速的時期,在這個階段,初中生經(jīng)歷了青春期,身體發(fā)生急劇變化的同時,他們的性格特征、智力也逐漸成熟,他們開始越來越獨(dú)立地、全面地和深刻地分析問題。在社會性方面最突出的發(fā)展就是追求獨(dú)立,擺脫他人,出現(xiàn)自我意識方面的強(qiáng)烈變化。初中階段個體的心理健康水平對成年以后的生活有著很大的影響。個體的自尊水平、應(yīng)對方式都與個體的心理健康狀況密切相關(guān)。因此研究初中生自尊、應(yīng)對方式以及對心理健康的影響,對初中生心理健康教育具有指導(dǎo)意義。本研究采用浙江大學(xué)鄭全全和陳樹林編制的《中學(xué)生應(yīng)對方式量表》、王極盛編制的《中國中學(xué)生心理健康量表》以及魏運(yùn)華編制的《兒童自尊量表(CSES)》對533名初中生進(jìn)行調(diào)查,通過t檢驗(yàn),F檢驗(yàn),了解了初中生自尊、應(yīng)對方式和心理健康的基本狀況;進(jìn)一步的相關(guān)分析、回歸分析、關(guān)系模型的建構(gòu)挖掘了自尊、應(yīng)對方式與心理健康的關(guān)系。研究結(jié)論如下: 1.初中生具有較積極的自我評價和應(yīng)對方式,但有輕度心理健康問題。 2.初中生自尊存在顯著的性別差異和年級差異,其發(fā)展極不穩(wěn)定,初二是自尊發(fā)展的最低點(diǎn),初三開始回升。 3.初中生在應(yīng)對方式上不存在顯著的性別差異,但在年級間存在顯著差異。 4.初中生心理健康不存在顯著的性別差異。各年級學(xué)生的心理健康水平存在顯著性差異,初一學(xué)生心理健康水平最高,初三學(xué)生最低。 5.初中生自尊水平越高,越傾向于采取積極的應(yīng)對方式,其心理健康水平也越高;反之,初中生自尊水平越低,則越傾向于采取消極的應(yīng)對方式,心理健康水平也越低。 6.情緒應(yīng)對對心理健康的影響遠(yuǎn)超過問題應(yīng)對對心理健康的影響。 7.應(yīng)對方式作為心理健康的中介變量,自尊既對心理健康產(chǎn)生直接作用,又通過應(yīng)對方式對心理健康產(chǎn)生間接作用。但自尊對心理健康的直接作用大于間接作用。 根據(jù)上述的研究結(jié)論,提出了提高初中生自尊水平,培養(yǎng)積極應(yīng)對方式和克服消極應(yīng)對方式的教育建議,以期能為初中生心理健康教育以及未來的研究提供參考。
[Abstract]:The junior middle school stage is a period in which individuals develop rapidly in all aspects of body and mind. At this stage, junior high school students go through puberty and undergo dramatic changes in their bodies. At the same time, their personality characteristics and intelligence are gradually maturing. They began to analyse problems more and more independently, comprehensively and profoundly. The most prominent social development is the pursuit of independence, free from others, self-awareness of the strong changes. The level of mental health in junior middle school has a great influence on adult life. The level of self-esteem and coping style are closely related to the mental health of individuals. Therefore, the study of junior high school students' self-esteem, coping style and the influence on mental health has guiding significance for junior high school students' mental health education. In this study, 533 junior middle school students were investigated by using the coping style scale of middle school students developed by Zheng Quanquan and Chen Shulin of Zhejiang University, the Mental Health scale of Chinese Middle School students by Wang Jisheng, and the Children's Self-esteem scale (CSES) by Wei Yunhua. Through t-test and F test, we understand the basic status of self-esteem, coping style and mental health of junior high school students, and explore the relationship between self-esteem, coping style and mental health by further correlation analysis, regression analysis and the construction of relational model. The conclusions are as follows: 1. Junior high school students have positive self-evaluation and coping style, but have mild mental health problems. 2. 2. There are significant gender differences and grade differences in self-esteem of junior high school students, and their development is very unstable. The second grade is the lowest point of the development of self-esteem, and the third grade begins to rise. There was no significant gender difference in coping style among junior high school students, but there was significant difference between grade and grade. 4. 4. There is no significant gender difference in mental health of junior high school students. There was significant difference in the mental health level of the students in each grade. The mental health level of the first grade students was the highest, and that of the third grade students was the lowest (5. 5%). The higher the self-esteem level of junior high school students, the more inclined to adopt positive coping style, the higher their mental health level; on the other hand, the lower the self-esteem level of junior high school students, the more inclined to adopt negative coping style. The lower the level of mental health. 6. 6. Emotional coping has a much greater impact on mental health than problem coping on mental health. 7. 7. As an intermediary variable of mental health, self-esteem not only exerts direct effect on mental health, but also exerts indirect effect on mental health through coping style. But the direct effect of self-esteem on mental health is greater than the indirect effect. According to the above conclusions, the author puts forward some educational suggestions on how to improve junior high school students' self-esteem, cultivate positive coping styles and overcome negative coping styles, in order to provide reference for mental health education and future research of junior high school students.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：B844.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 張佩;初中生外顯和內(nèi)隱自尊及其與學(xué)業(yè)壓力的關(guān)系研究[D];新疆師范大學(xué);2011年

2 王曉樂;初中生自尊、羞怯與生活適應(yīng)關(guān)系的研究[D];哈爾濱師范大學(xué);2012年

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本文編號：2062528