本文關(guān)鍵詞：小學(xué)兒童師生關(guān)系與其焦慮狀況的關(guān)系研究　出處：《山東師范大學(xué)》2011年碩士論文　論文類型：學(xué)位論文

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【摘要】：焦慮作為兒童情緒障礙的主要表現(xiàn)形式之一,是指兒童對外部事件或內(nèi)在想法與感受的一種不愉快體驗(yàn)。本文涉及的一般性焦慮是指,學(xué)生在學(xué)習(xí)與生活過程中表現(xiàn)出來的,常常無明顯原因和對象的緊張不安或焦急煩躁的情緒狀態(tài)。適度焦慮可以有效激發(fā)學(xué)生的學(xué)習(xí)動機(jī),提高學(xué)生學(xué)習(xí)活動前或?qū)W習(xí)過程中的心理準(zhǔn)備狀態(tài),而過度的焦慮心理會直接或間接通過學(xué)生的情緒反應(yīng)影響學(xué)生的學(xué)業(yè)成績,常表現(xiàn)為注意力分散、記憶力下降、缺乏學(xué)習(xí)自信心等癥狀。 不同的理論學(xué)派對兒童的焦慮問題及其相關(guān)因素提出了各自的觀點(diǎn)。但多數(shù)研究者都認(rèn)為焦慮是在人際關(guān)系中產(chǎn)生的。作為小學(xué)兒童的主要人際關(guān)系之一,親子關(guān)系及同伴關(guān)系與兒童焦慮之間的關(guān)系已引起了較多研究者的關(guān)注,但師生關(guān)系這一小學(xué)兒童的重要人際關(guān)系,尚未得到足夠重視,它是否會影響兒童的焦慮狀況還有待進(jìn)一步驗(yàn)證。本文首先對國內(nèi)外有關(guān)兒童焦慮及師生關(guān)系的研究進(jìn)行了詳盡綜述,然后具體考查小學(xué)兒童的師生關(guān)系質(zhì)量與其焦慮狀況及二者之間的關(guān)系。 以班級為單位抽取濟(jì)南市某小學(xué)3-6年級共437名學(xué)生為被試,用中文版Spence兒童焦慮量表和學(xué)生用師生關(guān)系量表進(jìn)行施測,收回有效問卷434份。研究的主要結(jié)論如下: 1師生關(guān)系質(zhì)量隨著年級的升高而下降,女生與教師的關(guān)系質(zhì)量比男生好; 2小學(xué)3-6年級兒童的師生關(guān)系可以分為三種類型:親密型、沖突型和一般型,沖突型所占比例最小(19.6%); 3小學(xué)3-6年級兒童的各焦慮狀況之間及各焦慮癥狀與焦慮總分之間相關(guān)顯著,強(qiáng)迫障礙是其較常出現(xiàn)的焦慮狀況; 4除強(qiáng)迫障礙和廣泛焦慮外,女生的焦慮總分、分離焦慮、社交恐怖、廣場恐怖和軀體傷害恐懼均顯著高于男生; 5除親密性與強(qiáng)迫障礙、廣場恐怖、社交恐懼,沖突性與軀體傷害,支持性與強(qiáng)迫障礙相關(guān)不顯著外,師生關(guān)系各維度與兒童焦慮各維度及焦慮總分之間相關(guān)顯著; 6回歸分析發(fā)現(xiàn),師生關(guān)系能顯著預(yù)測小學(xué)兒童的焦慮水平。師生關(guān)系的滿意度對焦慮總分、分離焦慮、社交恐怖、強(qiáng)迫障礙和廣泛焦慮均有顯著的負(fù)向預(yù)測作用;師生關(guān)系的沖突性對兒童的焦慮總分、社交恐怖、廣場恐懼和廣泛焦慮均有顯著的正向預(yù)測作用;師生關(guān)系的支持性對兒童得到分離焦慮有顯著的負(fù)向預(yù)測作用。即師生關(guān)系質(zhì)量越高,兒童的焦慮水平越低。 7方差分析發(fā)現(xiàn),不同師生關(guān)系類型的兒童焦慮總分及各焦慮狀況差異顯著,沖突型兒童的焦慮水平最高,其次是一般型兒童,親密型兒童的焦慮水平最低。
[Abstract]:As one of the main manifestations of anxiety emotional disorders in children, children refers to external events and internal thoughts and feelings of an unpleasant experience. The general anxiety refers to the students in learning and life in the process, often without obvious reason and like nervous or anxious or upset. Emotional state. Moderate anxiety can effectively stimulate students' learning motivation, improve the psychological status of student learning activities before or in the process of learning, and excessive anxiety will directly or indirectly through the academic performance of students influence children's emotional reactions, often expressed as a distraction, memory loss, lack of confidence in learning and other symptoms.
And the related factors of anxiety of different theoretical schools put forward their own views. But most researchers agree that anxiety is produced in the interpersonal relationship. As one of the main primary school children's interpersonal relationship, the relationship between parent-child relationship and peer relationship and children's anxiety has attracted much attention of researchers, but the relationship between teachers and students in this primary school children's important interpersonal relationship, has not been enough attention, whether it will affect the anxiety of children remains to be further verified. The research based on the domestic and foreign related children's anxiety and the relationship between teachers and students conducted a detailed review, and then the relationship between the specific test of primary school children with anxiety and the quality of the relationship between teachers and students two the.
A total of 437 students in Grade 3-6 of a primary school in Ji'nan were selected as subjects. The children's anxiety scale and the student teacher student relationship scale were used to carry out the test, and 434 valid questionnaires were collected. The main conclusions of the study were as follows: Spence.
1 the quality of the relationship between teachers and students decreased with the increase of grade, and the quality of the relationship between girls and teachers was better than that of the boys.
2 the teacher-student relationship of children in Grade 3-6 of primary school can be divided into three types: close type, conflict type and general type, and the proportion of conflict type is the smallest (19.6%).
3 there was a significant correlation between the anxiety status of the 3-6 grade children and the anxiety symptoms and the total scores of anxiety.
4 except for compulsion and widespread anxiety, the total score of anxiety, separation anxiety, social horror, and the fear of square and body injury were significantly higher than that of boys.
5, besides intimacy and obsessive-compulsive disorder, there is no significant correlation between square terror, social fear, conflict and physical injury, support and obsessive-compulsive disorder.
6 regression analysis showed that the relationship between teachers and students can significantly predict the anxiety level of primary school children. The relationship between teachers and students satisfaction of anxiety, separation anxiety, social phobia, obsessive-compulsive disorder and generalized anxiety had significant negative predictive effect; social conflict of teacher-student relationship on children's anxiety, terror, fear and widely predict square anxiety had significant support; the relationship between teachers and students of the separation anxiety had a significant negative effect on the children. The relationship between teachers and students of higher quality, the lower the level of children's anxiety.
7, variance analysis showed that children's anxiety scores and anxiety status were significantly different among different types of teacher-student relationship. The highest level of anxiety was in conflict children, followed by general children, and the anxiety level of intimate children was the lowest.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：B844.1

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 董娟波;高中生父母教養(yǎng)方式、自我概念和師生關(guān)系的關(guān)系研究[D];哈爾濱師范大學(xué);2012年

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本文編號：1403444