中学生自我同一性与亲子依恋、情绪调节的关系

发布时间：2018-04-26 07:00

本文选题：自我同一性 + 亲子依恋　；参考：《闽南师范大学》2017年硕士论文

【摘要】：自我同一性作为一个青少年心理社会发展的重要概念,已得到广泛的研究,国内也越来越重视对中学生自我同一性的研究。在此基础上,本研究对现有中学生自我同一性的研究进行了一定程度的汇总分析。国内外的研究表明外界环境和个体内在因素是自我同一性发展的重要影响因素,因此,研究进一步探讨了自我同一性、亲子依恋和情绪调节之间的关系。本研究通过元分析的方法,结合问卷调查的方法,以12个独立研究和425名中学生为研究对象,分析和探讨了中学生自我同一性的特点,及其与亲子依恋、情绪调节之间的关系,结果发现:(1)在元分析的研究中,中学生的自我同一性存在显著的性别差异。除了在意识获得方面,女生高于男生之外,其他方面均为男生高于女生。(2)在自我同一性与亲子依恋、情绪调节的关系研究中,中学生的自我同一性状态存在显著的性别差异,在年级上不存在显著的差别。(3)从自我同一性发展的趋势来看,男女生在人数比例上不存在显著的性别差异。不同年级的四种同一性状态,不管是在意识领域、人际关系领域还是总体上,人数分布的情况都是类似的,表现为延缓状态的个体占比例最高,达到55%~75%,其次是扩散状态,最低是早闭状态和获得状态。同时,自我同一性各个状态的人数比例在年级上存在显著的差异。(4)在自我同一性与亲子依恋、情绪调节的关系研究中,亲子依恋、情绪调节和自我同一性三者,两两之间存在着显著相关。进一步的研究发现,亲子依恋和情绪调节两者显著影响自我同一性。(5)情绪调节在亲子依恋和自我同一性之间存在中介作用。亲子依恋既可以直接影响自我同一性,同时也可以通过情绪调节间接影响自我同一性。
[Abstract]:As an important concept of the psychological and social development of teenagers, self-identity has been widely studied, and more and more attention has been paid to the study of self-identity of middle school students in China. On this basis, the present research on self-identity of middle school students is summarized and analyzed to a certain extent. Studies at home and abroad show that the external environment and individual internal factors are important factors in the development of self-identity. Therefore, the relationship among self-identity, parent-child attachment and emotional regulation is further explored. Through meta-analysis and questionnaire survey, this study analyzed and explored the characteristics of middle school students' self-identity and their relationship with parent-child attachment and emotional regulation, taking 12 independent studies and 425 middle school students as research subjects. The results showed that there were significant gender differences in self-identity of middle school students in meta-analysis. Except in the aspect of consciousness acquisition, female students are higher than male students in other aspects: male students are higher than female students. 2) in the study of the relationship between self-identity and parent-child attachment and emotional regulation, there are significant gender differences in self-identity status of middle school students. There is no significant difference in grade. (3) from the trend of self-identity development, there is no significant gender difference in the ratio of male and female students in the number of students. The four identity states of different grades, whether in the field of consciousness, in the field of interpersonal relations, or in general, are similar in number distribution, showing that the proportion of individuals in the retarded state is the highest, reaching 555.75%, followed by the diffusion state. The lowest is the early closed state and the acquisition state. At the same time, there was significant difference in the proportion of the number of individuals in each state of self-identity in grade. 4) in the study of the relationship between self-identity and parent-child attachment, emotional regulation, parent-child attachment, emotional regulation and self-identity, There is a significant correlation between pairings. Further studies have found that parent-child attachment and emotional regulation significantly affect self-identity. 5) emotional regulation plays an intermediary role between parent-child attachment and self-identity. Parent-child attachment can not only directly affect self identity, but also indirectly affect self identity through emotional regulation.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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