【摘要】：近年來(lái),我國(guó)經(jīng)濟(jì)高速發(fā)展,人們的思想觀念不斷更新,社會(huì)環(huán)境也日趨復(fù)雜化,當(dāng)前中學(xué)生的抗挫折能力問(wèn)題引起了社會(huì)各方面的廣泛關(guān)注,對(duì)廣大中學(xué)生進(jìn)行抗挫折能力培養(yǎng)的呼聲也越來(lái)越高。因此,本研究旨在了解初中生抗挫折能力的現(xiàn)狀,并且通過(guò)實(shí)證研究探索影響抗挫折能力的各個(gè)因素,為今后的教育教學(xué)工作提供一定的理論和實(shí)踐依據(jù)。本研究采用中學(xué)生抗挫折能力問(wèn)卷、父母教養(yǎng)方式問(wèn)卷和自我接納問(wèn)卷作為測(cè)量工具,結(jié)合實(shí)際案例探討分析初中生抗挫折能力的現(xiàn)狀,探討影響初中生抗挫折能力的深層原因,并從學(xué)生的內(nèi)因自我接納和外因父母教養(yǎng)方式來(lái)兩個(gè)部分來(lái)探討,有一定的說(shuō)明性和借鑒性。經(jīng)過(guò)整理分析所搜集的數(shù)據(jù),主要得到以下研究結(jié)論:(1)人口學(xué)變量中,抗挫折能力的尋求社會(huì)支持維度在性別上女生顯著高于男生,在年級(jí)和居住地方面沒(méi)有顯著性差異。(2)在家庭社會(huì)經(jīng)濟(jì)地位上,經(jīng)過(guò)單因素方差分析可得,父母的文化水平中,抗挫折能力的積極挫折觀維度上差異性顯著,經(jīng)過(guò)事后檢驗(yàn)可得,父母是大學(xué)及大學(xué)以上文化水平、中專(zhuān)文化水平以及小學(xué)文化水平這三個(gè)文化水平和初中文化水平之間差異性顯著;在父母的收入水平上,抗挫折能力的積極預(yù)期維度上差異性顯著,經(jīng)過(guò)事后檢驗(yàn)可得,收入水平高的家庭和收入中下水平、收入水平低的家庭之間差異性顯著。抗挫折能力及其四個(gè)維度與父母的職業(yè)差異性不顯著。(3)家庭教養(yǎng)方式中,初中生抗挫折能力與溺愛(ài)型家庭教養(yǎng)方式相關(guān)顯著,與其他四種家庭教養(yǎng)方式相關(guān)性極其顯著,其中,與專(zhuān)制型、溺愛(ài)型、忽視型家庭教養(yǎng)方式呈負(fù)相關(guān),與信任鼓勵(lì)型、情感溫暖型家庭教養(yǎng)方式呈正相關(guān);在抗挫折能力的四個(gè)維度中,積極挫折觀與信任鼓勵(lì)型、情感溫暖型家庭教養(yǎng)方式呈顯著正相關(guān),與忽視型家庭教養(yǎng)方式呈顯著負(fù)相關(guān);積極預(yù)期與信任鼓勵(lì)型、情感溫暖型家庭教養(yǎng)方式呈顯著正相關(guān),與其他三種教養(yǎng)方式類(lèi)型呈顯著負(fù)相關(guān);尋求社會(huì)支持與信任鼓勵(lì)型、情感溫暖型呈顯著正相關(guān),與專(zhuān)制型和忽視型呈顯著負(fù)相關(guān);積極情緒誘發(fā)與信任鼓勵(lì)型和情感溫暖型呈顯著正相關(guān),與忽視型呈顯著負(fù)相關(guān)。(4)自我接納中,初中生抗挫折能力以及其四個(gè)維度分別于自我接納都呈顯著正相關(guān)。(5)通過(guò)結(jié)構(gòu)方程模型的構(gòu)建,情感溫暖型家庭教養(yǎng)方式既可以通過(guò)自我接納間接正向影響抗挫折能力,也可以直接正向影響抗挫折能力;專(zhuān)制型和溺愛(ài)型家庭教養(yǎng)方式只能通過(guò)自我接納負(fù)向影響抗挫折能力;信任鼓勵(lì)型家庭教養(yǎng)方式直接正向影響抗挫折能力;忽視型家庭教養(yǎng)方式直接負(fù)向影響抗挫折能力;自我接納直接正向影響抗挫折能力。
[Abstract]:In recent years, with the rapid economic development of our country, people's ideas are constantly updated, and the social environment is becoming more and more complicated. At present, the problem of middle school students' ability to resist setbacks has aroused widespread concern in all aspects of society. For the majority of middle school students to develop the ability to resist setbacks, the voice is also increasing. Therefore, the purpose of this study is to understand the current situation of junior high school students' ability to resist setbacks, and through empirical research to explore the factors that affect the ability of resisting setbacks, and to provide some theoretical and practical basis for future education and teaching. This study uses the questionnaire of middle school students' ability to resist setbacks, the questionnaire of parental rearing style and the questionnaire of self-acceptance as a measuring tool, and analyzes the present situation of the ability of resisting setbacks of junior high school students with practical cases. This paper probes into the deep reasons that affect the students' ability to resist setbacks, and probes into the two parts of students' self-acceptance of internal cause and parental rearing mode of external cause, which is illustrative and instructive. The main conclusions are as follows: (1) in demographic variables, the dimension of seeking social support for resistance to frustration is significantly higher in girls than boys in terms of gender. There was no significant difference in grade and place of residence. (2) in the social and economic status of family, through the analysis of variance of single factor, it was found that there was significant difference in the positive frustration view dimension of parents' educational level in the ability to resist setbacks. After examination, we can find that there are significant differences among the three levels of education and junior high school education, that is, the education level of college or above, the level of education in technical secondary school, and the level of junior high school education; in terms of the income level of parents, There are significant differences in the positive expectation dimension of the ability to resist setbacks. It can be found that the families with high income level and middle and lower income level and families with low income level have significant differences. The ability to resist setbacks and its four dimensions have no significant difference with their parents' career. (3) among the family rearing styles, junior high school students' ability to resist setbacks is significantly related to the doting family rearing style, and to the other four kinds of family rearing styles, among them, there is a significant correlation between the ability to resist setbacks and the other four kinds of family rearing styles. It has a negative correlation with autocratic, doting and neglecting family upbringing style, positive correlation with trust and encouragement type, emotional warmth type family rearing style, positive frustration view and trust encouragement type in the four dimensions of the ability to resist setbacks. There was significant positive correlation between emotional warm family rearing style and neglect family upbringing style, positive expectation and trust encouragement type, emotional warm family rearing style showed significant positive correlation. There was significant negative correlation with the other three types of upbringing: seeking social support and trust and encouragement, affective warmth, autocracy and neglect; Positive emotional induction was significantly positively correlated with trust, encouragement and emotional warmth, and negatively correlated with neglect. (4) Self-acceptance; The anti-frustration ability and its four dimensions of junior high school students were significantly positively correlated with self-acceptance. (5) through the construction of structural equation model, emotional warm family rearing style can indirectly and positively affect the anti-frustration ability through self-acceptance. It can also directly influence the ability to resist setbacks; autocratic and doting family upbringing can only influence the ability of resisting setbacks through self-acceptance, and trust and encourage family upbringing has a direct positive effect on the ability to resist setbacks. Neglect family rearing style has direct negative influence on the ability to resist setbacks, and self-acceptance has direct positive effect on anti-setback ability.
【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(lèi)號(hào)】：B844.2

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