小学3～5年级学习不良儿童的自我概念研究  

A Study on Characteristics of Self-concept of Children with Learning Disabilities

作　　者：邢淑芬[1] 

机构地区：[1]北京师范大学发展心理研究所,北京100875

出　　处：《中国临床心理学杂志》2006年第4期393-394,396,共3页Chinese Journal of Clinical Psychology

基　　金：国家自然科学基金项目(项目号:30270472)

摘　　要：目的:探讨小学学习不良儿童自我概念的群体特征。方法:采用问卷法对95名小学3～5年级儿童(其中学习不良儿童50名,一般儿童45名)进行个别施测。结果:①学习不良儿童的学业自我概念显著低于一般儿童;②在非学业自我概念方面,学习不良儿童的同伴关系自我概念显著低于一般儿童,亲子关系、身体外貌和运动自我概念两类儿童不存在显著差异;③学习不良儿童的一般自我概念显著低于一般儿童,对其具有最大预测作用的是运动自我概念,而一般儿童则是学业自我概念。结论:与一般儿童相比,学习不良儿童并非所有领域的自我概念发展均呈现出“迟滞”现象,运动自我概念对其一般自我概念具有最大的预测力。Objective： To investigate the characteristics of self-concept of the children with learning disabilities（LD）. Methods： SDQI-I was applied to investigate the participants＇ self-concept, ANOVA and regressions were analysed. Resuits： （1）Academic self-concept of children with LD was significantly lower than that of children without LD. ②Peer relationships self-concept of children With LD was significantly lower than that of. children without LD, while there were no significant differences in parental relationship self-concept, physical ability Self-concept and physical appearance selfconcept. ③General self-concept of children with LD was significantly lower than that of children without LD, the first predictor of general self-concept of children with LD was physical self-concept, While that of children without LD was academic self-concept. Conclusion： Compared with children without LD, Lag does not exist in all self-concept of children with LD, physical self-concept has the most prediction function to general self-concept.

关 键 词：自我概念 学习不良 儿童 

分 类 号：R395.6[哲学宗教—心理学]