江西省学习困难儿童自我意识特征及其影响因素分析  

Self-consciousness and its influencing factors among children with learning disabilities

作　　者：刘小珍[1] 李奕慧[1] 唐宏[1] 

机构地区：[1]赣南医学院人文社会科学学院心理系,江西赣州341000

出　　处：《中国学校卫生》2016年第10期1504-1507,共4页Chinese Journal of School Health

基　　金：教育部人文社会科学研究项目(12YJA190017);江西省2012年高校人文社科青年基金项目(XL1203);江西省社会科学研究"十二五"(2013年)规划项目(13JY44)

摘　　要：目的探讨学习困难儿童自我意识特征及其背景影响因素,为学习困难儿童的心理与教育干预提供依据。方法采用整群抽样法抽取江西省3城市6所小学1 354名四～六年级小学生,采用学习障碍儿童筛查量表、Piers-Harris自我意识量表和自编问卷进行测评。结果学习困难儿童自我意识得分低于正常儿童（t=-13.20,P〈0.01）,自我意识总分偏低者（得分〈46分）比例高达64.79%。学习困难儿童自我意识总分方面,非独生子女高于独生子女（t=-2.32,P〈0.05）,母亲民主型教养方式高于权威型、专断型和溺爱型家庭（F=-2.32,P〈0.01）,自我意识总分在性别、生源地、是否留守儿童、父母文化水平及父亲教养方式上差异均无统计学意义;自我意识量表行为因子得分上非独生子女、非留守儿童高于独生子女与留守儿童（t值分别为-2.01,-2.33,P值均〈0.05）;自我意识量表智力与学校情况因子得分上父母大专及以上文化水平的儿童得分高于其他文化水平的儿童（F=-3.86,P〈0.05）;自我意识量表焦虑因子得分上男生、城镇生源、非独生子女的学习困难儿童高于女生、农村生源、独生子女的儿童（t值分别为4.98,2.57,-3.09,P值均〈0.05）,母亲民主型教养方式的儿童高于其他教养方式的儿童（F=3.21,P〈0.05）;自我意识量表合群因子得分上非独生子女高于独生子女（t=-2.88,P〈0.01）,父亲民主教养方式、母亲民主教养方式高于父母其他教养方式儿童（F值分别为3.24,2.77,P值均〈0.05）;自我意识量表幸福与满足因子得分父母大专及以上文化水平高于其他文化水平、母亲民主型教养方式高于其他教养方式（F值分别为3.70,8.63,P值均〈0.05）。多元线性回归分析表明,母亲的教养方式是影响学习困难儿童自我意识的因素（B=2.58,P〈0.01）。结论学习困难儿童自我意识亟待提高,母亲教养方式是其中重要的影响�Objective To study the self-consciousness and effect of background factors on children with learning disabilities. Methods A total of 1 354 pupils of 4-6 grades from Jiangxi were sampled. The Piers-Harris Children＇ s Self-Concept Scale,the Pupil Rating Scale for Children questionnaire and self-designed questionnaire of the effect of background factors were used to investigate. Results The self-consciousness of children with learning disabilities was significantly lower than that of normal children,and the proportion of total self-consciousness was as high as 64. 79%（score 46）. The self-consciousness score of Children with learning disabilities were significant differences in only child or not,mother parenting styles（P〈0.01）, and there were no significant differences in gender, origin, whether left behind children, parents＇ cultural level and father＇ s parenting style; The non-onlychild and non-left-behind children scored higher on the factor of behavior（t =-2.01,-2.33, P〈0.05）; The children whose parents＇ culture level was college or above scored higher on the factor of intelligence and school performance（F =-3.86,P〈0.05）; Male students, from towns, non-only-child（t = 4.98,2.57,-3.09,P〈0.05） and mothers＇ democratic parenting style（F = 3.21, P〈0.05）scored higher on the factor of anxiety; The non-only-one-children（t =- 2. 88,P〈0. 01）, fathers＇ democratic parenting style（F =3.24,P〈0.05）, mothers＇ democratic parenting style（F = 2. 77,P〈0. 05） scored higher on the factor of sociability; The children whose parents＇ culture level being college or above and mothers＇ democratic parenting style scored higher on the factor of wellbeing（F = 3.70,8.63,P〈0.05）. Multiple linear regression analysis showed that the mother＇ s parenting styles were the factors that affect the children ＇ s self-consciousness of learning difficulties（P〈0. 01）. Conclusion The self-consciousness of children with learning disabilities should be improved, and the parent

关 键 词：学习障碍 自我 精神卫生 回归分析 学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学] R395.6[哲学宗教—心理学]