小学生同伴接纳、教师接纳、学业成绩与心理健康的关系  

Relationship among Pupils' Peer Acceptance,Teacher Acceptance,Academic Achievement and Mental Health

作　　者：王晓辰[1] 李清[1] 高翔[2] 郑日昌[3] 

机构地区：[1]华东师范大学心理系,上海200062 [2]中国民航管理干部学院,北京100102 [3]北京师范大学心理学院,北京100875

出　　处：《中国心理卫生杂志》2008年第10期749-752,754,共5页Chinese Mental Health Journal

基　　金：华东师范大学2008年优秀博士研究生培养基金(20080016)

摘　　要：目的:探讨同伴接纳、教师接纳、学业成绩与小学生心理健康的关系。方法:采用分层随机抽样的方法从福州市三所小学二、四、五年级的2200名学生中抽取445名学生,通过社会测量法和儿童行为量表来测量小学生心理健康状况,结合方差、相关等统计分析方法探讨这四者的关系。结果:小学男生Achebach儿童行为量表评分位于前3位的依次为:攻击性(8.45±6.05)、多动(4.82±3.51)、强迫性(4.56±4.18)。小学女生评分位于前3位的依次为:攻击性(7.79±6.03)、抑郁(5.05±4.20)、多动(4.69±3.67);心理健康和同伴接纳、教师接纳、学业成绩之间呈负相关(r=-0.22、-0.26、-0.17,均P(0.01);不同同伴接纳、教师接纳和学业成绩水平小学生的心理健康存在显著的差异(F=11.610、11.34、6.147,P<0.01)。进一步两两比较发现:高同伴接纳组的Achebach儿童行为量表总分低于中等接纳组和低接纳组[(25.3±17.2)vs.(30.7±21.7)、(42.4±22.2),P<0.001],中等接纳组得分低于低接纳组(P<0.001);低教师接纳组的Achebach儿童行为量表总分高于高接纳组和中等接纳组[(46.6±24.9)vs.(25.7±25.4)、(30.7±21.7),P<0.001],中等接纳组得分高于高接纳组(P<0.001);高成绩组的Achebach儿童行为量表总分低于中等成绩组和低成绩组[(25.3±17.9)vs.(31.1±21.9)、(38.4±22.0),P<0.001],中等成绩组低于低成绩组(P<0.05)。结论:教师接纳程度低的学生心理健康水平也低。学业成绩好的学生同伴接纳水平和教师接纳水平也高。同伴接纳、教师接纳和学业成绩对小学生的心理健康会产生一定的影响。Objective： The paper aims at discussing the relationship among peer acceptance, teacher acceptance, academic achievement and pupil＇s mental health. Methods： All 445 primary school children in grade two, grade four and grade five were randomly sampled from the total number of 2200 school children in three primary schools in Fuzhou. Social Relationship Test Methods and Child Behavior Checklist （ CBCL ）were used to survey pupils＇ mental health. The statistical analysis, such as ANOVA, was applied to explore the relationships. Results： The boys had some mental problems, such as aggression （ 8. 45 ± 6. 051, hyperactivity （ 4. 82 ± 3.511 and compulsion （ 4. 56 ± 4. 18 ） ; and the girls had some mental problems, such as aggression （ 7.79 ± 6.03 ） , depression（ 5.05± 4. 20） and hyperactivity （4. 69 ± 3.67） . Meanwhile, pupils＂ mental health was negatively correlated with peer acceptance, teacher acceptance and academic achievement （ r = - 0.22, -0. 26, - 0. 17, respectively, P 〈 0. 01） . The pupils＂ mental health existed significant difference in different levels of peer acceptance, teacher acceptance and academic achievement （P 〈0. 0011 ） such as, the total score of CBCL of the high peer acceptance group was lower than that of medium and low peer acceptance group [ （25.3±17.2） vs. （30.7±21.7）, （42.4±22.2）, P〈0.001]; the score of medium peer acceptance group was lower than of low peer acceptance group. Conclusion： Peer acceptance, teacher acceptance and academic achievement maybe exert great impact on pupils＇mental health.

关 键 词：精神卫生 同伴接纳 教师接纳 社会测量法 小学生 

分 类 号：B844.1[哲学宗教—发展与教育心理学]