本文選題：農(nóng)村留守初中生 + 情緒調(diào)節(jié)　； 參考：《河南大學》2013年碩士論文

【摘要】：留守兒童（Left-behind Children）問題引起社會和政府越來越高的關(guān)注。農(nóng)村留守初中生（Rural Junior Middle School Students）是農(nóng)村留守兒童中處在初中階段的留守兒童。他們正處在青春發(fā)育期，其自我意識高漲，心理發(fā)展表現(xiàn)更多的矛盾和動蕩的特點。由于父母在外務(wù)工，他們得不到父母及時的關(guān)愛和引導，加之青春發(fā)育期內(nèi)心的矛盾沖突，影響其心理的健康發(fā)展。 以往的研究發(fā)現(xiàn)，農(nóng)村留守兒童總體的心理健康水平較農(nóng)村非留守兒童的心理健康水平低，具體表現(xiàn)為：焦慮、心理敏感、情緒不良和性格孤僻、冷漠、內(nèi)向等。自尊（Self-esteem）和情緒調(diào)節(jié)（Emotional Adjustment）作為心理健康的重要指標，也是影響心理發(fā)展的重要因素。研究農(nóng)村留守初中生的自尊和情緒調(diào)節(jié)有利于了解農(nóng)村留守初中生心理發(fā)展現(xiàn)狀，為促進農(nóng)村留守初中生的健康成長提供實證參考。 內(nèi)隱自尊的（Implicit-Self-esteem）研究出現(xiàn)后，，為了使之與以往研究中的自尊相區(qū)別，人們將傳統(tǒng)意義上研究的自尊稱為外顯自尊（Explicit Self-esteem）。以往的研究中，研究者注意到了外顯自尊和情緒調(diào)節(jié)的關(guān)系問題。但是內(nèi)隱自尊與個體的情緒調(diào)節(jié)是什么關(guān)系，是否與外顯自尊和個體的情緒調(diào)節(jié)關(guān)系一致？如何通過情緒調(diào)節(jié)來改變外顯和內(nèi)隱自尊，以達到提高留守初中生外顯自尊與內(nèi)隱自尊的水平，這是本文將要探討的問題。 本研究假設(shè)留守初中生與非留守初中生在外顯自尊和內(nèi)隱自尊上存在顯著差異；留守初中生與非留守初中生在認知情緒調(diào)節(jié)策略上存在顯著差異；留守初中生的認知情緒調(diào)節(jié)策略與內(nèi)隱自尊、外顯自尊均存在顯著的正相關(guān)。 本研究結(jié)果表明： （1）留守初中生在外顯自尊總體得分上顯著低于非留守初中生。在外顯自尊維度上，留守初中生自我肯定維度顯著低于非留守初中生，在自我否定維度則顯著高于非留守初中生。在內(nèi)隱自尊上留守初中生與非留守初中生差異不顯著。 （2）留守初中生在認知情緒調(diào)節(jié)上與非留守初中生存在非常顯著的差異，留守初中生認知情緒調(diào)節(jié)的得分顯著低于非留守初中生。在非適應性情緒調(diào)節(jié)策略上，留守初中生在自責、反思、災難化三個維度上均顯著高于非留守初中生，僅在責怪他人的維度上顯著低于非留守初中生。在適應性認知情緒調(diào)節(jié)策略上留守初中生在容忍、關(guān)注計劃、積極重評、積極關(guān)注四個維度上與非留守初中的差異不顯著，僅在自我安慰上留守初中生顯著高于非留守初中生。 （3）留守初中生的認知情緒調(diào)節(jié)策略分別與外顯自尊和內(nèi)隱自尊存在非常顯著的正相關(guān)。
[Abstract]:Left-behind Child-behind (Left-behind Child) has attracted increasing attention from society and government. Rural Rural Junior Middle School students are left-behind children in junior middle school. They are in the period of youth development, their self-consciousness is high and their psychological development is characterized by more contradictions and turbulence. Because their parents are working outside the country, they can't get timely care and guidance from their parents, coupled with the contradictions and conflicts in their hearts during their youth development, which affect their mental health development. Previous studies have found that The overall mental health level of rural left-behind children is lower than that of rural non-left-behind children. The specific manifestations are anxiety, psychological sensitivity, bad mood and withdrawn personality, apathy, introversion and so on. As an important index of mental health, Self-esteem and emotional Adjustment are also important factors affecting psychological development. The study of self-esteem and emotional regulation of rural left-behind junior high school students is helpful to understand the present situation of psychological development of rural left-behind junior high school students, and provide an empirical reference for promoting the healthy growth of rural left-behind junior high school students. In order to distinguish it from the former researches, people call it explicit Self-esteem in the traditional sense. In previous studies, researchers have noted the relationship between explicit self-esteem and emotional regulation. But what is the relationship between implicit self-esteem and individual emotion regulation? is it consistent with explicit self-esteem and individual emotion regulation? How to change explicit and implicit self-esteem through emotion regulation in order to improve the level of explicit self-esteem and implicit self-esteem of left-behind junior high school students? This study assumes that there are significant differences in explicit and implicit self-esteem between left-behind junior high school students and non-left-behind junior high school students, significant differences in cognitive emotion regulation strategies between left-behind junior high school students and non-left-behind junior high school students, and significant differences in cognitive emotion regulation strategies between left-behind junior high school students and non-left-behind junior high school students. Cognitive emotion regulation strategies of left-behind junior high school students have significant positive correlation with implicit self-esteem and explicit self-esteem. The results show that: 1) the overall score of explicit self-esteem of left-behind junior high school students is significantly lower than that of non-left-behind junior high school students. In the dimension of explicit self-esteem, the self-affirmation dimension of left-behind junior high school students is significantly lower than that of non-left-behind junior high school students, and the self-negation dimension is significantly higher than that of non-left-behind junior high school students. There is no significant difference between left-behind junior high school students and non-left-behind junior high school students in implicit self-esteem. (2) there is a very significant difference between left-behind junior high school students and non-left-behind junior high school students in cognitive emotion regulation. The scores of cognitive emotion regulation of left-behind junior high school students were significantly lower than that of non-left-behind junior high school students. In non-adaptive emotional adjustment strategies, left-behind junior high school students in the self-blame, reflection, disaster three dimensions were significantly higher than non-left-behind junior high school students, only in the dimension of blaming others significantly lower than non-left-behind junior high school students. There is no significant difference between left-behind junior high school students and non-left-behind junior middle school students in tolerance, attention plan, positive re-evaluation and active attention to the four dimensions of adaptive cognitive emotion regulation strategies. Only in self-comfort, left-behind junior high school students were significantly higher than non-left-behind junior high school students. (3) Cognitive emotion regulation strategies of left-behind junior high school students had significant positive correlation with explicit self-esteem and implicit self-esteem respectively.
【學位授予單位】：河南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G635.5;G444

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