【作者】 李玮；

【导师】 七十三；

【作者基本信息】 内蒙古师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 自尊,亦称自尊心、自尊感,是个人基于自我评价而形成的一种自重、自爱、自我尊重,并要求受到他人、集体和社会尊重的情感体验。自尊作为人格自我调节结构的心理成分,在儿童社会性发展的各方面均具有重要地位。国外大量相关研究发现自尊与个体的情绪情感、认知、心理健康和社会适应有着密切的关系。低自尊不仅会导致儿童孤独、压抑、焦虑和自我评价下降等内部心理问题;而且还会造成一些外部行为问题,如注意力分散、学习成绩下降、行为孤立、害羞、退缩,具有攻击性,从而一方面招致同伴群体的排斥,导致社交困难,另一方面不能适应父母,尤其是教师在日常生活中对其提出的基本要求,常有情绪困扰,不能良好适应学校生活。总之,儿童长期的低自尊不仅影响他们的情感经历,而且影响他们在未来相同情况下的行为及以后的心理调节。因此,本研究以多元文化背景下的338 名三—五年级蒙古族小学儿童作为研究对象,对其自尊、学校适应及二者之间的内在联系进行系统深入的探讨,以期为跨文化研究和自尊心理学提供研究依据和事实材料。主要研究结果如下: 1.三—五年级蒙古族小学儿童和汉族小学儿童在总体自尊上并不存在显著差异;在学校适应方面,蒙古族小学儿童的学习问题行为、社交-领导行为、攻击-破坏行为和害羞-敏感行为均显著高于汉族小学儿童。2.三—五年级蒙古族小学儿童在总体自尊上不存在显著性别差异,但男孩在外表和体育运动维度的自尊显著高于女孩,女孩在纪律维度的更多还原

【Abstract】 Self-esteem or the sense of self-respect is a widely used concept based on individual’s self-evaluation. It refers to an individual’s sense of his or her value or worth, or the extent to which a person, a group or a society values, approves of, appreciates, prizes, or likes him or herself. As an indispensable part of the self-regulation psychological structure of personality, self-esteem plays an important role in various aspects of children’s social development. A large amount of researches have indicated that self-esteem are closely related to individual’s emotions , cognition , mental health and social adjustment. The state of low self-esteem will lead to some internal psychological problems, such as loneliness, depression, anxiety and low self-evaluation, as well as some external behavioral problems, such as aggressive/destructive behaviors, absent-mindedness, lower achievements, social isolation, shyness and behavioral withdrawal, etc. On one hand, the children who are in the state of low self-esteem will be excluded by peers and have difficulties in social interaction. One the other hand, they can’t meet the basic requirement of their parents, esp. their teachers in daily life. Thus, they will be fazed by some negative emotions and won’t adjust themselves to the school life successfully. To summarize, children’s long-term state of low self-esteem not only affects their emotional experiences, but affects their future behavior and psychological regulation under the same circumstance. Therefore, the present study is to systematically explore the characteristics of self-esteem, school adjustment and the relationship between them. 338 3-5 Mongolian graders, who are in the multivariate cultural background, were drawn in the study, whose purpose is to provide more materials and facts to the cross-cultural research and self-esteem psychology. The main findings from the present study are as follows: 1. There is no significant difference in the overall self-esteem between the 3-5 Mongolian graders and the 3-5 Han graders. As for the school adjustment, Mongolian primary students have significantly more negative learning behaviors, social behaviors, aggressive behaviors and sensitive behaviors. 2.There is no significant difference in the overall self-esteem between 3-5 Mongolian male graders and female graders. Boys have significantly more self-esteem on appearance and sports than girls, and girls have significantly more on discipline than boys. As for the school adjustment, boys’ negative learning behaviors and aggressive behaviors are significantly more than girls’, and girls’sensitive behaviors are significantly more than boys’. 3. There is no significant difference in the overall self-esteem among different graders. The development of self-esteem presents an obvious "Λ" shape. It rises from Grade 3 to Grade 4, and then drops from Grade 4 to Grade 5. As for the school adjustment, 3rd graders have significantly more negative learning behaviors, aggressive behaviors and sensitive behaviors than 4thgraders, and 4th graders have more than 5th graders. 4. Hometown plays an important role in the development of self-esteem and school adjustment of 3-5 Mongolian graders. Children coming from cities have significantly more self-esteem on appearance, achievements and overall self-esteem than those from villages. The former have significantly more social abilities and social behaviors than the latter, while the latter have significantly more negative learning behaviors and aggressive behaviors 5. Parents’ education also plays an important role in the development of self-esteem and school adjustment of 3-5 Mongolian graders. If parents receive a better education, their children will possibly have a higher self-esteem. It differs in appearance, achievements and the overall self-esteem significantly. Similarly, if parents receive a better education, their children will possibly have a better school adjustment. It differs in negative learning behaviors, aggressive behaviors and social abilities extremely significantly 6. The self-esteem of 3-5 Mongolian graders are significantly related to the school adjustment. Regression analysis indicates that social abilities, social behaviors and sensitive behaviors are the crucial factors which affect the self-esteem of Mongolian primary school students.更多还原