本文選題：初中生 + 校內(nèi)人際關(guān)系�。� 參考：《西華師范大學(xué)》2017年碩士論文

【摘要】：初中生這一年齡段正值個(gè)體成長(zhǎng)階段。此階段的初中生是個(gè)體發(fā)現(xiàn)世界、接納自我、行為規(guī)范的重要時(shí)期,他們?cè)谏戆l(fā)育、自我概念和社會(huì)化這幾個(gè)方面隨著他們的年齡不斷增長(zhǎng)、不斷成熟,同時(shí)也是個(gè)體快速發(fā)展的關(guān)鍵期。當(dāng)個(gè)體在遇到不良事件并對(duì)自己會(huì)產(chǎn)生不利影響時(shí),都會(huì)試圖尋找到合適的方法,以此來解決所遇到的問題,因此需要個(gè)體擁有良好的應(yīng)對(duì)方式。初中生擁有良好的應(yīng)對(duì)方式不僅能夠促進(jìn)他們身心健康的發(fā)展,而且對(duì)他們認(rèn)識(shí)這個(gè)世界以及更好的解決所遇到問題更有裨益。本文主要研究初中生校內(nèi)的人際關(guān)系,因而初中生校內(nèi)人際關(guān)系的對(duì)象就是老師和同學(xué)。他們?cè)诿鎸?duì)所發(fā)生的事件時(shí),他們自身的反應(yīng)或或行為會(huì)影響他們的老師和同學(xué)對(duì)他們的看法或評(píng)價(jià),當(dāng)然,老師和同學(xué)的行為也會(huì)對(duì)他們應(yīng)對(duì)方式產(chǎn)生重要影響。因此,本研究試圖通過對(duì)應(yīng)對(duì)方式與校內(nèi)人際關(guān)系之間的研究,初中生的應(yīng)對(duì)方式對(duì)他們的同伴、師生關(guān)系的影響變化。在其他研究的奠基上,本文選擇初中三個(gè)年級(jí)的被試,進(jìn)行應(yīng)對(duì)方式與同伴、師生關(guān)系的研究,同時(shí)對(duì)初中生的應(yīng)對(duì)方式提高提出相應(yīng)的建議。本研究利用《中學(xué)生應(yīng)對(duì)方式量表》、《師生關(guān)系評(píng)價(jià)量表》、《同伴關(guān)系分量表》這三個(gè)量表,對(duì)430名初中生做問卷調(diào)查,了解到初中生的應(yīng)對(duì)方式與同伴、師生關(guān)系的大致情況,應(yīng)對(duì)方式和同伴、師生之間的關(guān)系研究,研究結(jié)果如下:1.應(yīng)對(duì)方式量表4點(diǎn)計(jì)分,從各個(gè)因子分來看,可以總結(jié)出,初中生以積極應(yīng)對(duì)方式為主。2.初中生應(yīng)對(duì)方式的性別差異不顯著,但是初中生的應(yīng)對(duì)方式在年級(jí)上來看,初一、初二、初三這三個(gè)年級(jí)是有顯著差異的。3.從師生關(guān)系總分上看,初中生在師生關(guān)系上的性別差異不顯著,但初一、初二、初三在師生關(guān)系上有顯著性差異。并且來自不同地區(qū)的學(xué)生在師生關(guān)系上有顯著性差異。4.初中生同伴關(guān)系的性別差異不顯著,但初一、初二、初三在同伴關(guān)系上呈現(xiàn)顯著性差異。初中生同伴關(guān)系的地域差異不顯著,但是戶口所在地在農(nóng)村的均分略高于城市的均分。5.初中生師生關(guān)系與應(yīng)對(duì)方式呈顯著性相關(guān),初中生的應(yīng)對(duì)方式與同伴關(guān)系存在顯著性相關(guān)。6.本文從客觀和主觀方面提出培養(yǎng)初中生積極應(yīng)對(duì)方式的建議。
[Abstract]:Junior high school students of this age age is an individual growth stage.Junior high school students in this stage are the important period of individual discovery of the world, acceptance of self, and behavior norms. They grow up with their age in the aspects of physical development, self-concept and socialization.At the same time, it is also a critical period for the rapid development of individuals.When individuals encounter adverse events and have adverse effects on themselves, they will try to find a suitable way to solve the problems encountered, so it is necessary for individuals to have a good coping style.The good coping style of junior high school students can not only promote their physical and mental health development, but also benefit them to understand the world and solve the problems they encounter better.This paper mainly studies the interpersonal relationship of junior high school students, so the object of interpersonal relationship is teachers and classmates.In the face of the events, their own reaction or behavior will affect their teachers and students' views or comments on them, of course, teachers' and classmates' behavior will also have an important impact on their coping style.Therefore, this study attempts to explore the effects of coping styles on peer and teacher-student relationships through a study of coping styles and interpersonal relationships in schools.On the basis of other studies, this paper chooses three junior middle school students to study the relationship between coping style and peer, teacher-student relationship, and puts forward corresponding suggestions on how to improve the coping style of junior high school students.In this study, the coping style scale of middle school students, the evaluation scale of teacher-student relationship and the sub-scale of peer relationship were used to survey 430 junior high school students to find out the general situation of coping style and peer, teacher-student relationship.The relationship between coping styles, peers, teachers and students is studied. The results are as follows: 1.Coping style scale 4 points, from each factor score, can be summed up, junior high school students to positive coping style mainly. 2.The gender difference of coping style of junior high school students is not significant, but the coping style of junior high school students in grade, grade one, two, three grades are significant difference. 3.From the total score of teacher-student relationship, there is no significant gender difference in teacher-student relationship among junior high school students, but there is significant difference in teacher-student relationship between junior high school students and junior high school students.And students from different regions have significant differences in teacher-student relationship. 4.The gender difference of peer relationship of junior high school students was not significant, but there were significant differences in peer relationship between junior high school students and junior high school students.There was no significant regional difference in peer relationship among junior high school students, but the average score of household registration in rural areas was slightly higher than that in urban areas.Junior high school students' teacher-student relationship is significantly related to coping style, and junior high school students' coping style has significant correlation with peer relationship. 6.This paper puts forward some suggestions on cultivating junior high school students' positive coping style from objective and subjective aspects.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 高海銀;;初中生應(yīng)對(duì)方式與父母依戀關(guān)系:人際信任的中介效應(yīng)[J];集美大學(xué)學(xué)報(bào)(教育科學(xué)版);2016年01期

2 謝玲平;鄒維興;趙燕;;留守初中生應(yīng)對(duì)方式狀況及與社會(huì)適應(yīng)的關(guān)系[J];興義民族師范學(xué)院學(xué)報(bào);2015年06期

3 王婷;徐姝航;;初中生應(yīng)對(duì)方式與孤獨(dú)感的關(guān)系研究[J];社會(huì)心理科學(xué);2015年12期

4 谷傳華;;農(nóng)村留守中學(xué)生心理韌性與孤獨(dú)感的關(guān)系:人際信任和應(yīng)對(duì)方式的中介作用[J];首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2015年02期

5 智銀利;馮翠仙;;農(nóng)村初中寄宿生人際困擾與應(yīng)對(duì)方式的相關(guān)研究[J];晉中學(xué)院學(xué)報(bào);2014年04期

6 簡(jiǎn)雪娟;蕭易;;新媒體時(shí)代初中生人際信任及其影響因素研究[J];教育評(píng)論;2014年06期

7 寧麗;王利剛;高文斌;;網(wǎng)癮青少年的自尊與其人際關(guān)系、應(yīng)對(duì)方式的關(guān)系研究[J];中國(guó)藥物依賴性雜志;2014年02期

8 張冉冉;夏凌翔;陳永;;大學(xué)生人際自立特質(zhì)與抑郁的關(guān)系:人際應(yīng)對(duì)的中介作用[J];心理發(fā)展與教育;2014年02期

9 何輝;;大學(xué)生心理彈性、人際信任與失戀應(yīng)對(duì)方式的關(guān)系研究[J];唐山職業(yè)技術(shù)學(xué)院學(xué)報(bào);2013年04期

10 周軍;;初中生應(yīng)對(duì)方式、主觀幸福感和學(xué)業(yè)成績(jī)的關(guān)系[J];紹興文理學(xué)院學(xué)報(bào)(教育教學(xué)研究);2013年02期

相關(guān)碩士學(xué)位論文 前10條

1 賴世祥;初中生人際敏感性及其與記憶偏向的關(guān)系[D];福建師范大學(xué);2015年

2 曾慧;初中生非理性信念、應(yīng)對(duì)方式與生活滿意度的關(guān)系[D];云南師范大學(xué);2015年

3 唐守蘭;初中生情緒智力、父母教養(yǎng)方式與人際適應(yīng)的關(guān)系[D];廣西師范大學(xué);2015年

4 魏冰思;透視課堂：中小學(xué)教師批評(píng)行為及其對(duì)師生關(guān)系與學(xué)生自尊的影響研究[D];蘇州大學(xué);2015年

5 裴燕;英語學(xué)習(xí)中初中生師生關(guān)系、成就目標(biāo)與學(xué)業(yè)求助行為的關(guān)系研究[D];內(nèi)蒙古師范大學(xué);2013年

6 李婷;初中生生活事件、應(yīng)對(duì)方式與心理韌性的關(guān)系[D];山東師范大學(xué);2012年

7 何艷;初中生學(xué)習(xí)倦怠與自我效能感、應(yīng)對(duì)方式的關(guān)系研究[D];揚(yáng)州大學(xué);2012年

8 周研茹;中學(xué)生校園暴力及其與應(yīng)對(duì)方式的關(guān)系研究[D];重慶大學(xué);2012年

9 顏華平;中小學(xué)學(xué)業(yè)不良學(xué)生的友誼特征研究[D];華東師范大學(xué);2011年

10 李倩;高職大學(xué)生心理控制源、情緒和應(yīng)對(duì)方式的關(guān)系研究[D];河北師范大學(xué);2010年

，

本文編號(hào)：1743600