【摘要】 目的:调查中学生的人际关系现状,以揭示其人际交往规律,为中学生的良好心理素质发展提供理论支持。方法:于2005-03随机抽取江西省南昌、新余、吉安等地市初、高中学生共400人作为调查对象。采用自编人际关系问卷,从人际交往类型、人际关系建立能力和人际关系维持能力等3个方面对中学生人际关系状况和特点进行测查。人际交往类型20题,包含主动性、支配性、规划性和开放性4个维度,分为主动/被动、支配/依从、规范/随便、开放/闭锁等8个方面;人际关系建立能力15道题;人际关系维持能力16道题,包括与他人友好相处的能力和平息人际冲突能力两个方面。全部采用5级记分法,完全符合记5分,完全不符合记1分,分数越高,表明人际关系质量越好,具体体现为人际交往类型上属于主动、支配、规范、开放,人际建立和维持能力强。以班级为单位进行团体测试,在测试过程中使用统一的指导语,无记名,问卷现场回收。结果:发放问卷400份,收回374份,剔除无效问卷46份。共有合格问卷328份,有效率87.7%。①不同性别的中学生在人际交往类型上差异显著[F(1,327)=4.969,P<0.05]。与男学生相比,女学生的在人际交往上表现的更为主动和开放,态度更为规范和严谨,同时表现为支配性水平更高。女学生的人际关系建立能力高于男学生,差异有显著性[t=2.446P<0.05]。女学生在友好相处能力和冲突平息能力等方面均高于男学生,即女学生的人际关系维持能力总体好于男学生。②不同地域的中学生人际交往类型在支配/依从类型、规范/随便人际交往类型、主动/被动交往类型上差异均显著[F(1,327)=17.333,P<0.000];[F(1,327)=4.504,P<0.05];[F(1,327)=16.150,P<0.000]。不同地域的中学生在友好相处能力、冲突平息能力上差异显著[F(1,327)=16.007P<0.05];[F(1,327)=40.379,P<0.05]。在友好相处能力上性别与地域之间存在交互效应,差异显著[F(1,327)=4.790,P<0.05]。结论:中学生人际关系总体水平存在性别差异,女学生在人际交往类型的各个方面都要好于男学生,女学生的人际关系建立能力和人际关系维持能力均强于男学生。来自农村的不同性别中学生的人际关系维持能力好于城市男女中学生。更多还原

【Abstract】 AIM: To investigate the present status of interpersonal relations in middle school students, and reveal the regularity, so as to provide theoretical support for the development of good psychological quality in middle school students. METHODS: Totally 400 school students were selected randomly from the junior and senior middle schools of Nanchang, Xinyu and Ji’an areas in Jiangxi province in March 2005. The status and characteristics of interpersonal relations in middle school students were investigated with the self-designed interpersonal relations questionnaire from 3 aspects of the type of interaction, the abilities in building and sustaining interpersonal relations. The type of interaction had 20 items, including 4 dimensions of activity, domination, specification and openness, and with 8 aspects of activity/passiveness, domination/obey, specification/careless, openness/shut. Ability in building and sustaining interpersonal relations consisted of 15 and 16 questions respectively, including 2 aspects of the ability in getting well along with others and ability in calming down interpersonal conflicts. All were scored by 5 grades: completely concordant as 5 points, completely disconcordant as 1 point; The higher the score, the better the interpersonal relations, and the specific manifestations were the types of active, dominant, specified and open interpersonal relations, and the good abilities in building and sustaining interpersonal relations. They were assessed collectively by taking class as a unit, the uniform instruction was used in the test without recording name, and the questionnaires were took back on the spot. RESULTS: Totally 400 questionnaires were sent out, 374 were recollected, and 46 invalid ones were excluded, finally 328 were qualified, the effective rate was 87.7%. ① The type of interaction was significantly different between male and female middle school students F(1,327) =4.969,P < 0.05. As compared with male students, the manifestations of interaction in female ones were more active and open, the attitude was more specified and compact, the dominant level was higher. Female students also had significantly higher abilities in building interpersonal relations than male ones (t=2.446, P < 0.05). The abilities in getting well along with others and calming down interpersonal conflicts in female students were better than in male ones, suggesting that the general ability in sustaining interpersonal relations was better in females than in males. ② There were significant differences in the types of dominant/obey, specified/careless, active/passive interpersonal relations between middle students from different areas F(1,327)=17.333, P < 0.000; F(1,327)=4.504, P < 0.05; F(1,327)=16.150, P < 0.000. The abilities in getting well along with others and calming down interpersonal conflicts was significantly different between middle students from different areas F(1,327)=16.007, P < 0.05; F(1,327)=40.379,P < 0.05. There was significant interaction between genders and areas in the ability in getting well along with others F(1,327)=4.790, P < 0.05. CONCLUSION: There are gender differences in the general level of interpersonal relations in middle school students. Female students are better in various aspects of interpersonal relations than male ones. The abilities in building and sustaining interpersonal relations in female students are better than in male ones. The ability in sustaining interpersonal relations is better in middle school students from rural area than in those from urban area in both males and females.更多还原