中学学习不良学生同一性风格类型及其与应对策略的关系  

The Identity Styles of Secondary School Students with Learning Disabilities and Their Relationship with Coping Strategies

作　　者：张雅明[1] 孙丽芳[2] 刘楠 

机构地区：[1]河北大学新闻传播学院,保定071002 [2]河北大学图书馆,保定071002 [3]廊坊卫生职业学校,廊坊065001

出　　处：《中国特殊教育》2012年第12期47-50,69,共5页Chinese Journal of Special Education

基　　金：全国教育科学规划教育部重点课题"学业不良儿童自我同一性状态;风格及心理救助问题研究(DBA090291)"成果

摘　　要：本研究目的是探讨中学学习不良学生同一性风格与应对方式之间的关系。使用《同一性风格问卷》和《中学生应对方式量表》对通过一定标准选取的342名中学学习不良学生进行测查。结果表明,中学学习不良学生三种同一性风格分布无显著差异;相关分析显示,信息风格的学生倾向于采用指向问题的应对策略;扩散/逃避风格的学生倾向于采用指向情绪的应对策略;规范风格的学生既采取指向问题的应对策略,同时也依赖于指向情绪的应对策略。这说明,具有不同同一性风格的中学学习不良学生在面临压力情景时倾向于使用不同的应对策略,教育中需针对性地给予不同指导。This study aims to explore the relationship between the identity styles of secondary school students with learning disabilities and corresponding coping strategies, by using the Identity Style Inventory and the Coping Strategies Inventory for Secondary School Students to survey 342 secondary school students with learning disabilities. As a result, the students show no significant difference in their identity styles. An analysis shows the fol- lowing： the students with the information style tend to use problem-oriented coping strategies; those with the diffusion/avoidance style tend to use emotion-oriented coping strategies; those with nomudization style tend to use beth of these coping strategies. The study concludes that students with learning disabilities bearing different identity styles tend to use different coping strategies when they are under stress, thus requiring various instructions.

关 键 词：学习不良学生 同一性风格 应对策略 

分 类 号：B846[哲学宗教—心理学]