【摘要】：心理學(xué)中關(guān)于自我概念的研究一直沒有間斷過，從眾多國內(nèi)外有關(guān)研究的結(jié)果可以看出，自我概念水平影響人格的形成和發(fā)展以及個(gè)體心理健康。初中階段的學(xué)生正處于青春期，身心發(fā)展具有很大的不平衡性，自我概念也在不斷發(fā)展。此階段能否建立起積極的自我概念會(huì)關(guān)系到其今后進(jìn)一步的身心成長。因此有必要探討如何提高初中生的自我概念水平，從而提高其心理健康水平，促進(jìn)其全面發(fā)展。 本研究的目的旨在探討成長性團(tuán)體輔導(dǎo)能否有效地提高初中生自我概念水平，在干預(yù)實(shí)驗(yàn)的基礎(chǔ)上尋找一種能有效幫助初中生形成良好自我概念，提高自我概念水平的團(tuán)體輔導(dǎo)模式。研究首先對(duì)初中生自我概念狀況進(jìn)行問卷調(diào)查與分析，在綜合考查初中生自我概念狀況的基礎(chǔ)上，采用成長性團(tuán)體輔導(dǎo)的方式對(duì)實(shí)驗(yàn)組進(jìn)行為期八次的實(shí)驗(yàn)干預(yù)，并與自然成長的對(duì)照組進(jìn)行比較。 具體研究分為兩個(gè)環(huán)節(jié)。第一部分：在滄州市某初中學(xué)校隨機(jī)選取初中一年級(jí)的兩個(gè)平行班，共計(jì)72人。經(jīng)由抽簽的形式，將A班定為實(shí)驗(yàn)組，將B班定為控制組。隨后使用《田納西自我概念量表》對(duì)全部被試進(jìn)行問卷調(diào)查，取得兩個(gè)班分別的前測(cè)數(shù)據(jù)，并對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。第二部分：對(duì)實(shí)驗(yàn)組全體成員進(jìn)行為期八次的成長性團(tuán)體輔導(dǎo)干預(yù)，，而控制組則不接受任何團(tuán)體輔導(dǎo)，在自然成長環(huán)境下自行活動(dòng)。團(tuán)體輔導(dǎo)活動(dòng)每周一次，每次一個(gè)半小時(shí)，活動(dòng)后布置家庭作業(yè)。在八次成長性團(tuán)體輔導(dǎo)活動(dòng)結(jié)束一周后，對(duì)所有被試進(jìn)行《田納西自我概念量表》的后測(cè)，對(duì)后測(cè)數(shù)據(jù)收集整理并進(jìn)行統(tǒng)計(jì)分析。在此次研究活動(dòng)全部結(jié)束一個(gè)月后，對(duì)部分實(shí)驗(yàn)組成員進(jìn)行半結(jié)構(gòu)式訪談，收集訪談資料。實(shí)驗(yàn)結(jié)果的數(shù)據(jù)處理主要是對(duì)實(shí)驗(yàn)組前后測(cè)數(shù)據(jù)的分析，以及與對(duì)照組的對(duì)比，結(jié)合訪談報(bào)告、家庭作業(yè)的分析，綜合檢測(cè)團(tuán)體輔導(dǎo)對(duì)初中生自我概念發(fā)展水平的干預(yù)效果。 研究所得結(jié)論如下： 1、本研究中初中生的自我概念得分較高，總體處于較積極水平。2、男女生在自我批評(píng)因子上存在顯著差異。3、獨(dú)生子女與非獨(dú)生子女，兩者在自我概念上不存在顯著差異。4、學(xué)生干部與非學(xué)生干部，在家庭自我、自我滿意因子上存在極顯著差異，在自我總分上存在顯著差異5、學(xué)業(yè)成績不同的初中生自我概念中的道德自我、心理自我、自我批評(píng)因子上有顯著差異。6、實(shí)驗(yàn)組學(xué)生后測(cè)自我概念在大多數(shù)因子水平上顯著高于前測(cè)，說明本研究中設(shè)計(jì)的旨在提高初中生自我概念的成長性團(tuán)體輔導(dǎo)是有效的。 綜上所述成長性團(tuán)體輔導(dǎo)模式在初中生提高自我概念水平方面是有效、可行的。這種合理的、可行的成長性團(tuán)體輔導(dǎo)方案能對(duì)初中生心理健康發(fā)展起到顯著作用，可以為學(xué)校心理健康教育提供啟發(fā)參考。
[Abstract]:The study of self-concept in psychology has not been interrupted. From the results of many studies at home and abroad, we can see that the level of self-concept affects the formation and development of personality and individual mental health. Junior middle school students are in puberty, physical and mental development has a great imbalance, self-concept is also developing. Whether or not a positive self-concept can be established at this stage will be related to its further physical and mental growth in the future. Therefore it is necessary to explore how to improve the level of self-concept of junior high school students so as to improve their mental health and promote their overall development. The purpose of this study is to explore whether the growth group counseling can effectively improve the level of self-concept of junior high school students, and to find a kind of effective self-concept that can help junior high school students to form good self-concept on the basis of intervention experiment. Group counseling model to improve self-concept level. First of all, the self-concept of junior high school students was surveyed and analyzed. On the basis of comprehensive examination of the self-concept of junior high school students, the experimental group intervention was conducted for eight times by means of growth-group counseling. And compared with the natural growth control group. The specific research is divided into two links. The first part: a junior high school in Cangzhou random selection of the first grade of two parallel classes, a total of 72 people. Class A was selected as experimental group and class B as control group by drawing lots. Then the Tennessee Self-Concepts scale was used to survey all the subjects, and the pre-test data of the two classes were obtained, and the data were statistically analyzed. In the second part, the members of the experimental group were treated with growth group counseling for eight times, while the control group did not accept any group counseling. Group tutoring once a week for an hour and a half. Homework is assigned after the activity. One week after eight growth group counseling activities, all subjects were tested with Tennessee Self-Concepts scale, and the post-test data were collected and analyzed statistically. One month after the study, half-structure interviews were conducted among some members of the experimental group, and the data of the interviews were collected. The data processing of the experimental group was mainly about the analysis of the test data before and after the experiment, and the comparison with the control group. In combination with the interview report, the analysis of homework, the intervention effect of group counseling on the level of self-concept development of junior high school students was comprehensively tested. The results are as follows: 1. The scores of self-concept of junior high school students in this study are higher, generally in a more positive level. 2. There are significant differences in self-criticism factors between male and female students. 3. There was no significant difference in self-concept between the two groups. (4) there was a significant difference between student cadres and non-student cadres in family self, self-satisfaction factor, and significant difference in the total score of self (5). There were significant differences in moral self, psychological self, self-criticism factor in the self-concept of junior high school students with different academic achievement. 6. The posttest self-concept of experimental group was significantly higher than that of pre-test at most factor levels. It shows that the group counseling designed in this study is effective to improve the self-concept of junior high school students. To sum up, the growth group counseling model is effective and feasible in improving the level of self-concept of junior high school students. This reasonable and feasible growing group counseling program can play a significant role in the development of mental health of junior high school students and can provide enlightening reference for school mental health education.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.2

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