【作者】 谢志萍；

【导师】 邢少颖；

【作者基本信息】 山西大学 ， 发展与教育心理学， 2004， 硕士

【摘要】 自我概念是对自己本身、自己与他人和自己与社会关系的认识。自从美国心理学家罗杰斯提出“自我概念”这一理论以来，自我概念问题开始引起许多心理学家的探讨。二十世纪七十年代以来，随着社会的发展和儿童社会化研究领域的不断扩展，儿童的社会行为的发展问题日益受到各国心理学家的广泛关注，成为发展心理学、社会心理学等多学科研究领域中的一个重要课题。尽管众多的心理学家从不同的角度对自我概念和社会行为问题进行了广泛的研究，并积累了相当丰富的资料，但对人的自我概念的发展水平如何影响人的行为和活动重视不够。本研究力图在前人已有的研究基础上，以初中生为研究对象，考察初中生自我概念和社会行为的发展特点，探究自我概念和社会行为之间的相互关系，探讨自我概念的发展对社会行为发展的作用，以期为培养初中生积极的自我概念，促进其社会行为的健康发展提供一些有用的资料。 本研究采用量化与质化相结合的方法，选取太原市两所普通学校的572名初中生为被试。量化研究采取了问卷调查法，以Marsh等人1984年发表的“自我描述问卷”Ⅱ型和Helmreich和Stapp1974年修订的德克萨斯社会行为问卷为调查工具，分类分析讨论了现实条件下初中生自我概念、社会行为的发展状况。结果发现： 1、初中生自我概念存在年龄差异，初中生的自我概念随着年龄的增长而不断发展。初一年级到初二年级发展比较快，初二年级到初三年级发展较缓慢。城市自我概念各分量表的得分及总分均高于农村学生，但不存在显著差异。同时也不存在显著的性别差异。 2、初中生的社会行为也存在年龄差异，从初一到初二年级呈上升趋势，初二年级到初三年级有所回落，但仍高于初一年级。 3、初中生自我概念各分量表上的得分与其社会行为成正相关，从而反映出自我概念不同因子对社会行为具有不同的影响。 质化研究以深入访谈为主，分别选出初一、初二、初三的学生各六人进行单独的面谈。在访谈中发现，自我概念的发展水平对其社会行为的发展有着显著的影响，并在其发展的不同阶段起着不同的作用。自我概念越积极，越有可能促进社会行为的发展。 本研究最后部分向广大教育工作者及家长们提出建议，应以新的高度认识和注重培养青少年积极的自我概念，以促进他们社会行为的健康发展。更多还原

【Abstract】 Self-concept is the one that connected the self with the others and with the social relationship. Many psychologists have discussed self-consciousness since it was posed by American psychologist Carl R.Rogers. Since 1970s, with the development of our society and enlargement of the research into children’s socialization, it has been widely recognized that children’s social behavior has become an important field in terms of development psychology and social psychology. Although the scholars have studied them from different perspectives, they still pay less attention on how its developing level affects people’s social behaviors and actions. Based on existing theories and researches. The subjects involved in this thesis are junior students. This thesis aims to explore the characteristics of Junior Students’ Self-concept and Social behavior and the Relationship between Self-Concept and Social behavior. The investigation aims to provide some helpful materials for cultivating junior students’ action Self-concept and promoting their social behaviors health.This thesis adopts the method of quantization and quantization, 572 junior students from two middle schools of Taiyuan are selected in the investigation. Quantization research adopts the method of questionnaire by using Self Description Questionaire(1984) and Texas Social Behavior Inventory(1974) tools. It analyses the development of junior students’ Self-Concept and Social behavior under real situation. The results are shown in the following:1, The development of junior students’ self-concept varies according to the grade, and it develops with the rising of grade. It develops more fast from Grade 1 to Grade 2, and more slowly from Grade 2 to Grade 3. And the scores of students in urban areas are clearly higher than those in rural areas .non-existing a big gap between them and according to sex..2, The development of junior students’ social behavior varies according to the grade梩he trend is rising from Grade 1 to Grade 2, and it is a little slow down from Grade 2 to Grade 3,but still higher than Grade 1.3, Analysis by SPSS showed significant positive correlation between junior students’ self-concept and various measures of social behavior. So junior student’ social behavior are influenced by their self-concept.On the basis of quantization is carried out by way of interview. Eighteen subjects are interviewed. The results show that the development of junior students’ social behavior are influenced by their higher self-concept, and self-concept show different roles to different social behaviors at junior student’s phases. The more positive they had, the more possible they developed their social behavior.Lastly, this thesis presents some suggestions to educators and parents--the Relationshipbetween Self-Concept and Social behavior should be understood from new perspective, and active self-concept should be cultivated in order to develop the junior students’ social behavior.更多还原