本文選題：自我同一性 + 親子依戀�。� 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：自我同一性作為一個(gè)青少年心理社會(huì)發(fā)展的重要概念,已得到廣泛的研究,國(guó)內(nèi)也越來越重視對(duì)中學(xué)生自我同一性的研究。在此基礎(chǔ)上,本研究對(duì)現(xiàn)有中學(xué)生自我同一性的研究進(jìn)行了一定程度的匯總分析。國(guó)內(nèi)外的研究表明外界環(huán)境和個(gè)體內(nèi)在因素是自我同一性發(fā)展的重要影響因素,因此,研究進(jìn)一步探討了自我同一性、親子依戀和情緒調(diào)節(jié)之間的關(guān)系。本研究通過元分析的方法,結(jié)合問卷調(diào)查的方法,以12個(gè)獨(dú)立研究和425名中學(xué)生為研究對(duì)象,分析和探討了中學(xué)生自我同一性的特點(diǎn),及其與親子依戀、情緒調(diào)節(jié)之間的關(guān)系,結(jié)果發(fā)現(xiàn):(1)在元分析的研究中,中學(xué)生的自我同一性存在顯著的性別差異。除了在意識(shí)獲得方面,女生高于男生之外,其他方面均為男生高于女生。(2)在自我同一性與親子依戀、情緒調(diào)節(jié)的關(guān)系研究中,中學(xué)生的自我同一性狀態(tài)存在顯著的性別差異,在年級(jí)上不存在顯著的差別。(3)從自我同一性發(fā)展的趨勢(shì)來看,男女生在人數(shù)比例上不存在顯著的性別差異。不同年級(jí)的四種同一性狀態(tài),不管是在意識(shí)領(lǐng)域、人際關(guān)系領(lǐng)域還是總體上,人數(shù)分布的情況都是類似的,表現(xiàn)為延緩狀態(tài)的個(gè)體占比例最高,達(dá)到55%~75%,其次是擴(kuò)散狀態(tài),最低是早閉狀態(tài)和獲得狀態(tài)。同時(shí),自我同一性各個(gè)狀態(tài)的人數(shù)比例在年級(jí)上存在顯著的差異。(4)在自我同一性與親子依戀、情緒調(diào)節(jié)的關(guān)系研究中,親子依戀、情緒調(diào)節(jié)和自我同一性三者,兩兩之間存在著顯著相關(guān)。進(jìn)一步的研究發(fā)現(xiàn),親子依戀和情緒調(diào)節(jié)兩者顯著影響自我同一性。(5)情緒調(diào)節(jié)在親子依戀和自我同一性之間存在中介作用。親子依戀既可以直接影響自我同一性,同時(shí)也可以通過情緒調(diào)節(jié)間接影響自我同一性。
[Abstract]:As an important concept of the psychological and social development of teenagers, self-identity has been widely studied, and more and more attention has been paid to the study of self-identity of middle school students in China. On this basis, the present research on self-identity of middle school students is summarized and analyzed to a certain extent. Studies at home and abroad show that the external environment and individual internal factors are important factors in the development of self-identity. Therefore, the relationship among self-identity, parent-child attachment and emotional regulation is further explored. Through meta-analysis and questionnaire survey, this study analyzed and explored the characteristics of middle school students' self-identity and their relationship with parent-child attachment and emotional regulation, taking 12 independent studies and 425 middle school students as research subjects. The results showed that there were significant gender differences in self-identity of middle school students in meta-analysis. Except in the aspect of consciousness acquisition, female students are higher than male students in other aspects: male students are higher than female students. 2) in the study of the relationship between self-identity and parent-child attachment and emotional regulation, there are significant gender differences in self-identity status of middle school students. There is no significant difference in grade. (3) from the trend of self-identity development, there is no significant gender difference in the ratio of male and female students in the number of students. The four identity states of different grades, whether in the field of consciousness, in the field of interpersonal relations, or in general, are similar in number distribution, showing that the proportion of individuals in the retarded state is the highest, reaching 555.75%, followed by the diffusion state. The lowest is the early closed state and the acquisition state. At the same time, there was significant difference in the proportion of the number of individuals in each state of self-identity in grade. 4) in the study of the relationship between self-identity and parent-child attachment, emotional regulation, parent-child attachment, emotional regulation and self-identity, There is a significant correlation between pairings. Further studies have found that parent-child attachment and emotional regulation significantly affect self-identity. 5) emotional regulation plays an intermediary role between parent-child attachment and self-identity. Parent-child attachment can not only directly affect self identity, but also indirectly affect self identity through emotional regulation.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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相關(guān)期刊論文 前10條

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本文編號(hào)：1804971