初中生情绪智力、自尊与自我妨碍的关系  

The Relationship of Emotional Intelligence,Self-esteem and Self-handicapping among Junior Middle School Students

作　　者：甘文斌[1,2] 周宁[2] 陈佳 文孝建[3] 蔡明[3] 李学才 王朝雯 

机构地区：[1]云南省临沧师范高等专科学校数理系,云南临沧中国677000 [2]云南师范大学教育科学与管理学院,云南昆明650000 [3]云南师范大学文理学院学生处 [4]云南省临沧师范高等专科学校政法系

出　　处：《中国健康心理学杂志》2014年第10期1562-1564,共3页China Journal of Health Psychology

基　　金：云南省教育科学"十一五"规划重点课题项目(编号:GZ100002)

摘　　要：目的为了探讨初中生情绪智力、自尊与自我妨碍三者之间的关系,本文以自尊为中介变量研究情绪智力与自我妨碍之间的关系。方法选用使用率和信效度较高的情绪智力量表(EIS)、Rosenberg自尊量表(SES)以及自我妨碍量表(SHS)对512名初中生进行调查。结果初中生的情绪智力及其各个维度与自尊呈现显著的正相关(r=0.395,P<0.01),与自我妨碍呈现显著的负相关(r=-0.233,P<0.01);自尊与自我妨碍呈现显著的负相关(r=-0.43,P<0.01),回归分析发现,情绪智力对自尊和自我妨碍都具有显著的预测作用(P<0.001)。结论初中生的自尊在情绪智力与自我妨碍之间起中介的作用。Objective To analyze the relationship between junior middle school students＇;emotional intelligence characteristics ,selfesteem and self handicapping .Methods The thesis analyzed the relationship between junior middle school students ＇;emotional intelligence and self handicapping by taking self -esteem as a mediator.This research adopted the emotional intelligence scale （EIS）,Rosenberg self-esteem scale（SES）and self-handicapping scale（SHS）to investigate 512 junior high school students.Results Junior middle school students＇;emotional intelligence and its dimensions were positively related with self -esteem（r=0.39,P〈0.01）,negatively correlated with self-handicapping（r=-0.233,P〈0.01）.Self-esteem and self -handicapping had significantly negative correlation （P〈0.01）.Emotional intelligence had significant prediction for self -esteem and self -handicapping（P〈0.001）.Conclusion Self-esteem plays a partial mediating role between emotional intelligence and self -handicapping .

关 键 词：初中生 情绪智力 自尊 自我妨碍 

分 类 号：B844.2[哲学宗教—发展与教育心理学] B842.6[哲学宗教—心理学]