發(fā)布時(shí)間：2018-06-21 08:59

  本文選題：留守初中生 + 自我接納�。� 參考：《云南師范大學(xué)》2017年碩士論文

【摘要】：現(xiàn)今越來越多的研究表明,缺乏父母陪伴、關(guān)愛,并且處在身心發(fā)展關(guān)鍵時(shí)期的留守初中生,在多方面表現(xiàn)出不同程度的問題。自我接納是自我意識(shí)的重要組成部分,是健全人格的重要前提,是個(gè)體社會(huì)生存的重要影響因素,它影響著個(gè)體的心理健康、行為活動(dòng)和社會(huì)人際交往。良好的人際關(guān)系是人們滿足自身需求,順利進(jìn)行社會(huì)生活的必須品。自我接納水平的高低關(guān)乎留守初中生是否能夠全面而客觀的評(píng)價(jià)自己,接納自己。他們的自我接納水平,受到很多因素影響,要讓他們能夠正視自己的不足、家庭背景的特殊性、以及自身的優(yōu)點(diǎn)需要進(jìn)行多方面的綜合。只有擁有較高的自我接納水平,他們才能做到接納自己自身所具備的特征,也能夠在社會(huì)交往中接納他人,從而獲取良好的人際關(guān)系。因此,了解留守初中生自我接納和人際交往水平的特征,提升他們的自我接納水平,改善人際關(guān)系狀況顯得迫切而必要。本研究有兩個(gè)部分:研究一是運(yùn)用《自我接納問卷(SAQ)》、《人際關(guān)系綜合診斷量表》,對(duì)某地區(qū)中學(xué)的留守初中生進(jìn)行自我接納水平和人際關(guān)系的現(xiàn)狀調(diào)查,分析自我接納水平和人際關(guān)系狀況之間的相關(guān)性;研究二是通過對(duì)留守初中生進(jìn)行團(tuán)體心理輔導(dǎo),提高他們的自我接納水平,改善人際關(guān)系狀況。本研究結(jié)果:(1)留守初中生的自我接納和人際關(guān)系水平,及各維度均顯著低于非留守初中生。(2)留守初中生的自我接納和人際關(guān)系水平在性別、年級(jí)、撫養(yǎng)同住人的類型、父母外出務(wù)工時(shí)長、父母回家頻率等人口學(xué)變量上都存在顯著差異。(3)留守初中生的自我接納與人際關(guān)系之間具有顯著的負(fù)相關(guān),即自我接納水平越高,人際關(guān)系問題越少。(4)通過團(tuán)體心理輔導(dǎo)的干預(yù),留守初中生的自我接納水平有顯著的提高,同時(shí)能夠改善留守初中生的人際關(guān)系問題。
[Abstract]:Nowadays, more and more researches show that the left-behind junior high school students who lack parental companionship, care, and are in the critical period of physical and mental development have different degrees of problems in many aspects. Self-acceptance is an important part of self-consciousness, an important premise of sound personality, an important influence factor of individual social survival, and it affects individual's mental health, behavior and social interpersonal communication. Good interpersonal relationship is necessary for people to meet their own needs and carry out social life smoothly. The level of self-acceptance is related to whether the left-behind junior high school students can comprehensively and objectively evaluate themselves and accept themselves. Their level of self-acceptance is influenced by many factors. To enable them to face up to their own shortcomings, the particularity of their family background, and their own advantages need to be integrated in many ways. Only if they have a higher level of self-acceptance can they accept their own characteristics and accept others in their social interaction so as to gain good interpersonal relationship. Therefore, it is urgent and necessary to understand the characteristics of self-acceptance and interpersonal communication of left-behind junior high school students, to improve their self-acceptance level and to improve their interpersonal relationship. There are two parts in this study: one is to investigate the level of self-acceptance and interpersonal relationship of left-behind junior high school students in a certain area by using the Self-acceptance questionnaire (SAQ) and the Comprehensive Diagnostic scale of interpersonal relationships. The second is to improve the self-acceptance level and interpersonal relationship through group counseling to the left-behind junior high school students. The results of this study were as follows: (1) the self-acceptance and interpersonal relationship level of left-behind junior high school students were significantly lower than those of non-left-behind junior high school students, and the level of self-acceptance and interpersonal relationship of left-behind junior high school students were significantly lower than those of non-left-behind junior high school students. There were significant differences in demographic variables, such as the length of working hours and the frequency of parents going home. (3) there was a significant negative correlation between self-acceptance and interpersonal relationship of left-behind junior high school students, that is, the higher the level of self-acceptance, the higher the level of self-acceptance. Through the intervention of group psychological counseling, the self-acceptance level of left-behind junior high school students can be improved significantly, and the interpersonal relationship problems of left-behind junior high school students can be improved at the same time.
【學(xué)位授予單位】：云南師范大學(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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1 ;學(xué)會(huì)自我接納[J];科技潮;2004年03期

2 馬志國;;自我接納的理由[J];中國青年研究;2008年12期

3 傅成仕;唐W氀，

本文編號(hào)：2047972