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留守青少年自立人格特点及其与家庭环境、自我效能的关系研究

发布时间:2018-10-25 12:18
【摘要】: 留守儿童作为中国城市化进程中产生的一个必然产物,一直备受社会的关注,但是目前有关留守儿童的研究还基本处于发展阶段。作为完全本土化的自我概念,自立的内涵、结构、心理功能及表现形式均有其特殊性。而在中国,很少有人从心理学特别是现代人格心理学的角度来系统研究自立问题,更很少研究特殊人群的自立人格,特别是人格形成重要阶段的特殊青少年群体——留守青少年。 研究以有效样本为773名的留守青少年为被试。主要采用问卷法,选用的研究工具有:(1)青少年学生自立人格量表,(2)家庭环境量表,(3)一般自我效能感量表,(4)自编基本情况调查表。研究比较了留守青少年与一般青少年在自立人格方面的差异,分析青少年自立人格特征与家庭环境和自我效能因素的关系,探讨父母外出者、几岁外出、外出年限、看望间隔、打工态度等留守因素对留守青少年自立人格特征形成的影响。主要结论如下: (1)留守青少年较易形成不良的自立人格,同时留守青少年内部存在较大的个体差异,部分留守青少年发展异常好,部分却又在另一个极端。 (2)留守青少年的家庭环境和自我效能均差于非留守青少年群体,其中自我效能存在较大的个体差异。 (3)留守青少年的自立人格、家庭环境和自我效能均存在性别差异,其中男生的各方面表现均好于女生。 (4)留守青少年的自立人格、家庭环境和自我效能均存在年级差异,其中初一和高一的学生表现优于初二和高二的。 (5)独生维度上,留守青少年只有在家庭环境的知识性和控制性以及自我效能感上存在差异,独生子女表现较好。 (6)自立人格及其两个维度均与家庭环境、自我效能有密切的关系。家庭环境各维度是综合性的外界因素,自我效能是重要的内部因素,影响青少年自立人格的形成。 (7)父母外出时儿童年龄、父母外出年限、父母双方谁外出、相聚时间除以分离时间的看望间隔、对打工的态度等五个留守因素系统地影响着留守青少年的家庭环境、自我效能和自立人格的发展与状况。
[Abstract]:As an inevitable product in the process of urbanization in China, left-behind children have always been concerned by the society, but at present, the research on left-behind children is still basically in the stage of development. As a self-concept of complete localization, the connotation, structure, psychological function and expression form of self-support have its particularity. However, in China, few people systematically study the issue of self-reliance from the perspective of psychology, especially modern personality psychology, and even less study the self-supporting personality of special people. Especially the special group of teenagers in the important stage of personality formation-left-behind teenagers. The study included 773 left-behind adolescents with a valid sample. The main research tools are as follows: (1) Young students' self-supporting personality scale, (2) family environment scale, (3) general self-efficacy scale, (4) self-compiled basic information questionnaire. This paper compares the differences of self-supporting personality between left-behind adolescents and ordinary adolescents, analyzes the relationship between the characteristics of self-supporting personality, family environment and self-efficacy factors, and probes into the parents who go out, how old they go out, how long they go out, how many years of time they go out, and how often they visit each other. The influence of Left-behind factors such as working attitude on the formation of Self-supporting Personality of Left-behind teenagers. The main conclusions are as follows: (1) Left-behind adolescents tend to form poor self-supporting personality, and there are large individual differences within left-behind adolescents, and some left-behind adolescents develop exceptionally well. Some of them are at the other extreme. (2) the family environment and self-efficacy of left-behind adolescents are worse than those of non-left-behind adolescents. Among them, there are significant individual differences in self-efficacy. (3) there are gender differences in self-supporting personality, family environment and self-efficacy of left-behind adolescents. Among them, boys' performance was better than that of girls. (4) there were grade differences in self-supporting personality, family environment and self-efficacy of left-behind adolescents. Among them, the performance of the students of Grade one and Grade one is better than that of Grade two. (5) in the dimension of only one child, there are only differences in the knowledge, control and self-efficacy of the family environment among the left-behind teenagers. (6) Self-supporting personality and its two dimensions are closely related to family environment and self-efficacy. Each dimension of family environment is a comprehensive external factor, and self-efficacy is an important internal factor, which affects the formation of self-supporting personality of teenagers. (7) the age of children, the years of parental absence, the parents who go out, The five factors such as the time of gathering divided by the interval of visiting and the attitude towards working have a systematic influence on the family environment self-efficacy and self-supporting personality development and status of the left-behind teenagers.
【学位授予单位】:曲阜师范大学
【学位级别】:硕士
【学位授予年份】:2010
【分类号】:B844.2

【引证文献】

相关期刊论文 前2条

1 王世嫘;赵洁;;留守青少年学习自我效能感的现状及其教育对策[J];继续教育研究;2011年12期

2 王世嫘;赵洁;;留守中学生学习归因与学习自我效能感的关系[J];中国学校卫生;2011年12期



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