本文選題：初中生　切入點：兒童期心理虐待　出處：《貴州師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究采用兒童心理虐待量表、情緒智力量表、人際信任量表,對貴州地區(qū)777名初中生進行問卷調(diào)查,試圖探討初中生兒童期心理虐待、情緒智力與人際信任的現(xiàn)狀和關(guān)系,以提高人們對兒童期心理虐待對個體人際信任影響的認(rèn)識和為初中生心理健康教育工作提供指導(dǎo)。研究結(jié)果顯示:1.在初中生群體中,兒童期心理虐待陽性率為39.5%,顯著陽性率為8.75%。在性別上,男生的兒童期心理虐待縱容維度得分要顯著高于女生;在生源地上,城鎮(zhèn)學(xué)生的兒童期心理虐待、情緒智力和人際信任得分均顯著高于農(nóng)村學(xué)生;在年級上,七、八年級學(xué)生的兒童期心理虐待得分要顯著大于九年級,情緒智力、人際信任得分要顯著低于九年級;在家庭結(jié)構(gòu)上,家庭結(jié)構(gòu)為三世(四世)同堂的學(xué)生在情緒智力得分上顯著高于與父母一起居住及單親家庭的學(xué)生,在人際信任得分上顯著高于只與父母居住和與親戚同住的學(xué)生。2.在相關(guān)分析中,初中生兒童期心理虐待與其情緒智力、人際信任呈顯著負(fù)相關(guān);情緒智力與人際信任呈顯著正相關(guān)。3.回歸分析發(fā)現(xiàn),初中生兒童期心理虐待對人際信任存在顯著的負(fù)向預(yù)測作用,即初中生遭受心理虐待越高,人際信任水平越低;情緒智力對人際信任存在顯著的正向預(yù)測作用,即初中生情緒智力越高,人際信任水平就越高。4.情緒智力在兒童期心理虐待與人際信任之間起到完全中介作用。5.性別在變量模型中起調(diào)節(jié)作用,年級、年齡等人口學(xué)變量在變量模型中不起調(diào)節(jié)作用。結(jié)論:兒童期心理虐待可以直接預(yù)測初中生的人際信任,也可通過情緒智力的中介作用對初中生人際信任產(chǎn)生影響,并且性別在中介模型中其調(diào)節(jié)作用。
[Abstract]:In this study, 777 junior middle school students in Guizhou province were investigated by using the Child Mental abuse scale, emotional Intelligence scale and interpersonal Trust scale to explore the present situation and relationship between childhood psychological abuse, emotional intelligence and interpersonal trust of junior high school students. In order to improve people's understanding of the influence of childhood psychological abuse on individual interpersonal trust and to provide guidance for mental health education of junior high school students, the results show that: 1. In junior high school students, The positive rate of child psychological abuse was 39.5%, and the significant positive rate was 8.75%. In terms of gender, the score of child psychological abuse tolerance dimension of boys was significantly higher than that of female students, and that of urban students was significantly higher than that of girls, and that of urban students was significantly higher than that of girls. The scores of emotional intelligence and interpersonal trust were significantly higher than those of rural students, in grade 7 and grade 8, the scores of psychological abuse in childhood were significantly higher than those in grade 9, and the scores of emotional intelligence and interpersonal trust were significantly lower than those in grade 9. In terms of family structure, students with a third (fourth) family structure scored significantly higher in emotional intelligence than those living with their parents and in single-parent families. The score of interpersonal trust was significantly higher than that of students who only lived with their parents and lived with relatives. In the correlation analysis, there was a significant negative correlation between childhood psychological abuse and emotional intelligence and interpersonal trust of junior high school students. Regression analysis showed that psychological abuse of junior high school students had a significant negative predictive effect on interpersonal trust, that is, the higher the psychological abuse, the lower the interpersonal trust level of junior high school students. Emotional intelligence has a significant positive predictive effect on interpersonal trust, that is, the higher the emotional intelligence of junior high school students, The higher the level of interpersonal trust. 4. Emotional intelligence plays a complete intermediary role between childhood psychological abuse and interpersonal trust .5.Sex plays a regulatory role in the variable model, grade, Conclusion: psychological abuse in childhood can directly predict the interpersonal trust of junior high school students, and it can also influence the interpersonal trust of junior high school students through the intermediary role of emotional intelligence. And gender in the intermediary model of its regulatory role.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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