初中生自尊、应对方式与心理健康的关系研究

发布时间：2018-06-24 18:35

本文选题：初中生 + 自尊　；参考：《山西大学》2009年硕士论文

【摘要】： 初中阶段是个体在身心各方面发展非常迅速的时期,在这个阶段,初中生经历了青春期,身体发生急剧变化的同时,他们的性格特征、智力也逐渐成熟,他们开始越来越独立地、全面地和深刻地分析问题。在社会性方面最突出的发展就是追求独立,摆脱他人,出现自我意识方面的强烈变化。初中阶段个体的心理健康水平对成年以后的生活有着很大的影响。个体的自尊水平、应对方式都与个体的心理健康状况密切相关。因此研究初中生自尊、应对方式以及对心理健康的影响,对初中生心理健康教育具有指导意义。本研究采用浙江大学郑全全和陈树林编制的《中学生应对方式量表》、王极盛编制的《中国中学生心理健康量表》以及魏运华编制的《儿童自尊量表(CSES)》对533名初中生进行调查,通过t检验,F检验,了解了初中生自尊、应对方式和心理健康的基本状况;进一步的相关分析、回归分析、关系模型的建构挖掘了自尊、应对方式与心理健康的关系。研究结论如下: 1.初中生具有较积极的自我评价和应对方式,但有轻度心理健康问题。 2.初中生自尊存在显著的性别差异和年级差异,其发展极不稳定,初二是自尊发展的最低点,初三开始回升。 3.初中生在应对方式上不存在显著的性别差异,但在年级间存在显著差异。 4.初中生心理健康不存在显著的性别差异。各年级学生的心理健康水平存在显著性差异,初一学生心理健康水平最高,初三学生最低。 5.初中生自尊水平越高,越倾向于采取积极的应对方式,其心理健康水平也越高;反之,初中生自尊水平越低,则越倾向于采取消极的应对方式,心理健康水平也越低。 6.情绪应对对心理健康的影响远超过问题应对对心理健康的影响。 7.应对方式作为心理健康的中介变量,自尊既对心理健康产生直接作用,又通过应对方式对心理健康产生间接作用。但自尊对心理健康的直接作用大于间接作用。根据上述的研究结论,提出了提高初中生自尊水平,培养积极应对方式和克服消极应对方式的教育建议,以期能为初中生心理健康教育以及未来的研究提供参考。
[Abstract]:The junior middle school stage is a period in which individuals develop rapidly in all aspects of body and mind. At this stage, junior high school students go through puberty and undergo dramatic changes in their bodies. At the same time, their personality characteristics and intelligence are gradually maturing. They began to analyse problems more and more independently, comprehensively and profoundly. The most prominent social development is the pursuit of independence, free from others, self-awareness of the strong changes. The level of mental health in junior middle school has a great influence on adult life. The level of self-esteem and coping style are closely related to the mental health of individuals. Therefore, the study of junior high school students' self-esteem, coping style and the influence on mental health has guiding significance for junior high school students' mental health education. In this study, 533 junior middle school students were investigated by using the coping style scale of middle school students developed by Zheng Quanquan and Chen Shulin of Zhejiang University, the Mental Health scale of Chinese Middle School students by Wang Jisheng, and the Children's Self-esteem scale (CSES) by Wei Yunhua. Through t-test and F test, we understand the basic status of self-esteem, coping style and mental health of junior high school students, and explore the relationship between self-esteem, coping style and mental health by further correlation analysis, regression analysis and the construction of relational model. The conclusions are as follows: 1. Junior high school students have positive self-evaluation and coping style, but have mild mental health problems. 2. 2. There are significant gender differences and grade differences in self-esteem of junior high school students, and their development is very unstable. The second grade is the lowest point of the development of self-esteem, and the third grade begins to rise. There was no significant gender difference in coping style among junior high school students, but there was significant difference between grade and grade. 4. 4. There is no significant gender difference in mental health of junior high school students. There was significant difference in the mental health level of the students in each grade. The mental health level of the first grade students was the highest, and that of the third grade students was the lowest (5. 5%). The higher the self-esteem level of junior high school students, the more inclined to adopt positive coping style, the higher their mental health level; on the other hand, the lower the self-esteem level of junior high school students, the more inclined to adopt negative coping style. The lower the level of mental health. 6. 6. Emotional coping has a much greater impact on mental health than problem coping on mental health. 7. 7. As an intermediary variable of mental health, self-esteem not only exerts direct effect on mental health, but also exerts indirect effect on mental health through coping style. But the direct effect of self-esteem on mental health is greater than the indirect effect. According to the above conclusions, the author puts forward some educational suggestions on how to improve junior high school students' self-esteem, cultivate positive coping styles and overcome negative coping styles, in order to provide reference for mental health education and future research of junior high school students.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2

【引证文献】