多民族混合学校中学生的心理地位、人际交往能力对社会适应性的影响

发布时间：2018-11-20 09:08

【摘要】：在我国多民族共存、各民族平等的社会大环境下,少数民族地区青少年的社会适应问题,一直是社会心理学关注的重点之一,而社会适应中最基本的内容就是人际适应。多民族聚居地区的生存环境,影响着各族青少年的心理地位,即对本民族和其他民族的基本情感态度,也影响着各族青少年人际交往能力的发展。已有研究表明,心理地位特征可以从心理层面上影响个体的人际交往,而人际交往又是个体适应社会所必经的重要过程。青少年时期的人际交往经历对个体的心理健全、情感发展和社会适应技能的习得都具有十分深远的影响。本研究针对西北民族地区中学生的社会适应性展开研究,主要包括质性研究和量化研究两部分。质性研究通过调查西北少数民族学生在青少年阶段的人际适应经历和人际关系变化,为后续开展对民族地区中学生社会适应问题的研究奠定基础。量化研究选取了甘南藏族自治州、新疆维吾尔族自治区和兰州市7所各类民族学校的有效被试734名,探讨了西北民族地区中学生的心理地位、人际交往能力和社会适应性在背景变量上的差异,以及三者之间的关系。旨在分析不同地域环境、民族分布的学校类型对中学生社会适应方面造成的影响。综合研究结果,本研究的主要结论如下: (1)多民族混合学校中学生的心理地位、人际交往能力和社会适应性优于单一少数民族学校;藏汉合校学生的心理地位、人际交往能力优于维汉合校;藏汉合校与兰州市普通中学学生的心理地位、人际交往能力处于同一水平;兰州市中学生的社会适应性总体上优于民族地区中学生。 (2)在心理地位、人际交往能力和社会适应性方面,男生优于女生;城镇生源优于农村生源;有班干部经历者优于无班干部经历者;独生子女优于非独生子女。初一、高二的心理地位优于其他年级;初一、高一年级的人际交往能力表现相对较好。 (3)心理地位、人际交往能力和社会适应性显著相关;心理地位能够预测人际交往能力和社会适应性,其中,他人概念能更好地预测人际交往能力,自我概念能更好地预测社会适应性;人际交往能力能够预测社会适应性;人际交往能力在心理地位对社会适应性的影响中起中介作用。
[Abstract]:In the social environment of multi-ethnic coexistence and equality of all ethnic groups, the social adaptation of young people in minority areas has always been one of the focuses of social psychology, and the most basic content of social adaptation is interpersonal adaptation. The living environment of the multi-ethnic areas affects the psychological status of the young people of all ethnic groups, namely the basic emotional attitude towards their own and other nationalities, as well as the development of their interpersonal skills. Previous studies have shown that psychological status characteristics can affect individual interpersonal communication from the psychological level, and interpersonal communication is an important process for individuals to adapt to the society. The experience of interpersonal communication in adolescence has a profound influence on individual mental health, emotional development and acquisition of social adaptation skills. This study focuses on the social adaptability of middle school students in northwest ethnic areas, including qualitative research and quantitative research. By investigating the interpersonal adaptation experiences and interpersonal relationship changes of ethnic minority students in Northwest China, the qualitative study will lay a foundation for further research on social adaptation of middle school students in ethnic minority areas. The quantitative study selected 734 effective subjects from 7 kinds of ethnic schools in Gannan Tibetan Autonomous Prefecture, Xinjiang Uygur Autonomous region and Lanzhou City, and explored the psychological status of middle school students in northwest ethnic areas. The differences of interpersonal competence and social adaptability in background variables and the relationship between them. The purpose of this paper is to analyze the influence of different regional and ethnic school types on the social adaptation of middle school students. The main conclusions of this study are as follows: (1) the psychological status, interpersonal ability and social adaptability of middle school students in multi-ethnic schools are better than those in single minority schools; The psychological status of Tibetan and Chinese students is superior to that of Uygur and Han schools, and the psychological status of Tibetan and Chinese students is at the same level as that of Lanzhou ordinary middle school students. The social adaptability of middle school students in Lanzhou is better than that of middle school students in minority areas. (2) in terms of psychological status, interpersonal ability and social adaptability, boys are superior to girls; urban students are superior to rural students; those with class cadres' experience are superior to those without class cadres' experience; only children are superior to non-only children. The psychological status of grade one is better than that of other grades, and the interpersonal ability of grade one is relatively good. (3) Psychological status, interpersonal ability and social adaptability were significantly correlated; Psychological status can predict interpersonal ability and social adaptability, in which the concept of others can better predict interpersonal ability, self-concept can better predict social adaptability, interpersonal competence can predict social adaptability. Interpersonal communication ability plays an intermediary role in the influence of psychological status on social adaptability.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

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