流动儿童自我概念、社会支持与身份认同的关系研究

发布时间：2018-04-29 10:48

本文选题：流动儿童 + 自我概念　；参考：《贵州师范大学》2017年硕士论文

【摘要】：随着我国经济的快速发展,城市化进程不断加快,促使人口大量迁移,迁移的过程中产生了大量的流动儿童。国家对流动儿童的教育公平高度重视,学术界也产生了许多关于流动儿童健康心理的研究。自我概念是人格的核心,是心理的主要成分,个体主要通过与社会环境的互动来发展和建立自我概念,而流动儿童从一个熟悉的环境迁移到一个陌生环境中,社会支持系统与身份发生改变,会对自我概念发展带来不利影响,研究流动儿童自我概念状况十分必要。因此,本研究采取方便取样的方法,运用《自我概念量表》、《社会支持评定量表》、《身份认同调查表》,对贵阳市花溪区和云岩区4-6年级的189名流动儿童和265名非流动儿童进行调查,试图研究流动儿童自我概念、身份认同和社会支持的状况,以及三者间的关系,主要得出以下几个结论:(1)流动儿童与非流动儿童在社会支持及各维度上存在显著性差异,非流动儿童的社会支持得分显著高于流动儿童。(2)流动儿童在自我概念、身份认同、社会支持上都存在显著的年级差异;五年级流动儿童在自我概念和身份认同上的得分都显著高于四年级和六年级,四年级流动儿童的社会支持得分显著高于五年级和六年级。(3)父母文化程度在大专以上的流动儿童在自我概念、身份认同、社会支持的利用度上的得分均显著高于父母文化程度在大专以下的。(4)流动儿童在自我概念、身份认同、社会支持上均不存在显著的性别差异。(5)流动儿童自我概念总分与社会支持总分呈显著正相关关系,支持利用度与学业、社会、体能、一般性及自我概念总分均呈显著正相关。社会支持对自我概念有显著的回归效应。(6)流动儿童情感归属与学业、社会、体能、一般性、自我概念总分均存在显著的正相关关系。身份认同对自我概念有显著的回归效应。(7)身份认同与客观支持、主观支持、社会支持总分呈显著负相关关系。社会支持对身份认同有显著负回归效应。(8)身份认同在流动儿童社会支持与自我概念之间起着部分中介作用,说明社会支持可以通过身份认同间接影响流动儿童的自我概念。
[Abstract]:With the rapid development of China's economy, the process of urbanization is speeding up, and a large number of migrant children are produced in the process of migration. The country attaches great importance to the educational fairness of migrant children, and many researches on the health psychology of migrant children have also been produced in academic circles. Self-concept is the core of personality and the main component of psychology. Individuals develop and establish self-concept mainly through interaction with social environment, while migrant children migrate from a familiar environment to a strange environment. The change of social support system and identity will have a negative impact on the development of self-concept, so it is necessary to study the self-concept situation of migrant children. Therefore, using the Self-Concepts scale, the Social support rating scale and the identity questionnaire, we investigated 189 floating children and 265 non-mobile children in grades 4-6 in Huaxi District and Yunyan District, Guiyang City. This paper attempts to study the self-concept, status of identity and social support of migrant children, and the relationship among them. The main conclusions are as follows: (1) there are significant differences in social support and dimensions between migrant and non-floating children. The score of social support of non-floating children was significantly higher than that of floating children.) there were significant grade differences in self-concept, identity and social support among migrant children. The scores of self-concept and identity of floating children in grade five were significantly higher than those in grade four and grade six. The social support scores of floating children in grade 4 were significantly higher than those in grade 5 and grade 6) the self-concept and identity of migrant children whose parents' education level was higher than that of junior college students were significantly higher than those in grade 5 and grade 6. The scores of the utilization of social support were significantly higher than those of their parents' education level below the junior college level (.4) migrant children in self-concept, identity, There was no significant gender difference in social support. 5) there was a significant positive correlation between the total score of self-concept and the total score of social support, while the degree of support utilization was positively correlated with the total score of academic, social, physical, general and self-concept. Social support has a significant regression effect on self-concept. (6) there is a significant positive correlation between affective attribution and academic, social, physical, general and self-concept scores of floating children. Identity has a significant regression effect on self-concept. 7) identity and objective support, subjective support, total score of social support has a significant negative correlation. Social support has a significant negative regression effect on identity.) identity plays a partial intermediary role between social support and self-concept of migrant children, indicating that social support can indirectly affect self-concept of migrant children through identity.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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