【作者】 杨丽君；

【导师】 冯海英；

【作者基本信息】 西华师范大学 ， 心理健康教育， 2018， 硕士

【摘要】 中学生的健康发展关乎我国的未来,保证他们能心身健康的成长是在我国越发重视心理健康的背景下的重要工作内容。我国面临着心理工作机制不健全和心理工作人员不足的短板,在这样的现实条件下如何利用各方资源高效的促进心理健康就是非常值得关注的。自立人格是中小学阶段重要的培养内容,但是多年来学校的教育重点一直放在生活自理等角度,对于心理层面的自立却是近几年才得到关注。研究表明自立人格对个体的心理健康可以起到保护性的作用,高水平的自立人格对于可造成心理情绪问题的因素具有一定的免疫作用,能在心理老师等工作人员介入之前,学生自己便可有一定能力维护自己的心理健康状况。本研究旨在了解中学生自立人格的现状,深入研究影响自立人格的因素,根据前两部分提出具有针对性的培养中学生自立人格的建议。本研究采用青少年学生自立人格量表(SPSS-AS)、简式父母教养方式问卷中文版(s-EMBU-c)和情绪调节自我效能感量表(RES)对1200名初一到高三年级的中学生进行施测。使用Mplus7.0对三套问卷进行了验证性因素分析和中介效应检验;使用SPSS21.0对数据进行了描述性统计分析、独立样本T检验、单因素方差分析和相关分析等。不仅对中学生自立人格在人口学变量上的差异进行了分析,而且考察了中学生父母教养方式、情绪调节自我效能感与自立人格的相关关系,同时分别探讨了情绪调节自我效能感在积极和消极父母教养方式与自立人格之间的中介关系。本研究结论如下:1.中学生的自立人格处在中等偏下的水平,且在总体上看个人自立较人际自立发展水平高。2.男女中学生在自立人格的人际主动、个人责任和个人灵活上有显著差异,表现为男生的个人独立和个人灵活水平高于女生,但是人际主动的能力比女生弱。3.不同年级中学生在自立人格的多个维度上存在显著差异。高三学生自立人格发展水平最高,除此之外初一学生在自立人格的人际主动、人际灵活、个人灵活上都显著高于其它年级的学生。4.有留守经历的中学生在自立人格的个人开放和个人灵活维度上显著低于没有留守经历的学生。5.父母对男生比对女生更多的采用消极的教养方式。6.初二年级学生感受到的来自父母的消极教养方式最多。7.中学的女生比男生更能表达积极情绪,而在调节痛苦、生气等消极情绪上,中学男生比女生的效能感更强。8.初一年级学生面对消极情绪时,调节的效能感最强。9.中学生父母教养方式、情绪调节自我效能感与自立人格都具有显著的正相关关系。10.情绪调节自我效能感在父母积极教养方式和自立人格间起到部分中介作用。11.情绪调节自我效能感在父母消极教养方式和自立人格间起到部分中介作用。依据上述结论,提出学校应该加强对学生自立人格的培养意识、提及了学校可采取的提高自立人格的方案、认为社会应该加强对父母教育的重视程度以及父母应该采取更为积极有效的教养方式的教育建议。更多还原

【Abstract】 The sound development of middle school students is related to the future of our country.To ensure their healthy growth is an important work in the background of our country’s more emphasis on mental health.Our country faces imperfact of mental working mechanism and lack of psychological workers.It is very important to pay attention to how to use the resources of all parties to promote mental health under such realistic conditions.Self-supporting personality is an important training content in primary and secondary schools.However,for many years,the focus of school education has been on self-care and so on.It is only in recent years that the self-reliance of the psychological level has been paid attention to.The study shows that Self-supporting personality can play a protective role in the mental health.The student with a high level of Self-supporting personality has immune function to the factors that can cause psychological and emotional problems,and the students can have a certain ability to protect their mental health before the psychological teacher and other staff members intervene.The purpose of this study is to understand the status of Self-supporting personality of middle school students and to study the factors that affect Self-supporting personality.According to the first two parts,it puts forward some suggestions on cultivating self standing personality of middle school students.In this study,1200 middle school students are selected as research objects.The Self-supporting Personality Scale for Adolescent Student,the Chinese Version of the Simplified Parental Style Questionnaire,the Regulatory e-motional Self-efficacy Scale are taken as the test materials.Confirmatory factor analysis,mediation effect test of three sets of questionnaires were conducted by Mplus7.0.Descriptive statistics analysis,independent sample T test,one-way ANOVA and correlation analysis of all data were performed by SPSS21.0.The differences of the middle school students’ independent personality in the demographic variables and the relationship between three variables were analyzed.The conclusions of this study are as follows:1.The self-supporting personality of middle school students is at the middle level,the level of personal self-reliance is higher than that of interpersonal self-reliance.2.There is a significant difference between boys and girls in interpersonal initiative,personal responsibility and personal flexibility in self-supporting personality.3.There are significant differences in the multiple dimensions of self-supporting personality among students in different grades.The development level of self-supporting personality of senior three students is the highest.Besides,junior school freshmen are significantly higher than those of other grades in their interpersonal initiative,interpersonal flexibility and personal flexibility.4.The middle school students who have left behind experience are significantly lower than those who have no left behind experience in their personal openness and personal flexibility.5.Parents adopt more negative nurturing styles to boys than girls.6.The second grade students felt the most negative parenting style from their parents.7.Girls in secondary schools are more positive than boys in expressing positive emotions,but in adjusting negative emotions such as pain and anger,boys are more effective than girls.8.When faced with negative emotions,the first year students had the strongest9.There is a significant positive correlation between parenting style,regulatory emotional self-efficacy and self-supporting personality among middle school students.10.Middle school students’ parenting style and regulatory emotional self-efficacy can positively predict the development level of self-supporting personality.11.regulatory emotional self-efficacy plays a partial mediating role between positive parenting style and self-supporting personality.12.regulatory emotional self-efficacy plays a partial mediating role between negativeBased on the above conclusions,there have some education suggestions.First,the school should strengthen the awareness of the self-supporting personality of the students;Second,schools should adopt practical and viable measures for self-supporting personality;finally,society should pay more attention to parents’ education and parents should adopt a more active and effective way of rearing.更多还原