蒙古族小学儿童自尊、学校适应及关系研究  

Self-esteem and School Adjustment in Mongolian Primary School Students and Their Relationship

作　　者：李玮[1] 杨晓峰[2] 王炳元[1] 

机构地区：[1]中国.内蒙古医学院基础医学院,010059 [2]内蒙古大学外国语学院

出　　处：《中国健康心理学杂志》2012年第5期739-742,共4页China Journal of Health Psychology

摘　　要：目的探讨汉族主体文化背景下的蒙古族小学儿童自尊和学校适应的特点及其关系。方法采用自陈量表和教师评定的方法对蒙古族小学儿童的自尊和学校适应状况问卷调查并进行统计分析。结果自尊和学校适应在人口学变量(包括性别、来源地、年级、父亲受教育程度、母亲受教育程度)上存在诸多显著差异(F=5.62～32.61,P<0.01);自尊与学校适应(包括问题行为和社会能力两个维度)显著相关(r=-0.20,0.32,P均<0.01);低自尊组儿童的问题行为显著高于(t=4.516,P<0.001)高自尊组、社会能力显著低于(t=-6.262,P<0.001)高自尊组儿童;自尊可以作为显著变量对问题行为(β=-0.147)和社会能力(β=0.267)进行预测。结论由于文化背景不同而导致的人口学变量差异是影响儿童学校适应的重要因素,自尊可以作为预测学校适应的显著变量。Objective To study the relationship between self-esteem and school adjustment in Mongolian primary school students.Methods Student’s self-report scale and teacher’s assessment were used to investigate self-esteem and school adjustment in Mongolian primary school students and the data were processed with SPSS 11.5.Results Significant differences on demographical variables existed in self-esteem and school adjustment（F=5.62~32.61,P〈0.01）;Self-esteem correlated significantly to school adjustment（including problem behaviors and social ability）（r=-0.20,0.32;P〈0.01）;Low self-esteem group scores significantly higher in problem behaviors（t=4.516,P〈0.001）and significantly lower in social ability（t=-6.262,P〈0.001）than high self-esteem group.Self-esteem was the significant predictor to problem behaviors（β=-0.147）and social ability（β=0.267）.Conclusion Culture-based demographical variables influence school adjustment significantly,and self-esteem can be used as an significant predictor of school adjustment.

关 键 词：学校心理健康 文化 蒙古族 小学儿童 自尊 学校适应 

分 类 号：R155.65[医药卫生—营养与食品卫生学]