【作者】 卜畏；

【导师】 张丽华；

【作者基本信息】 辽宁师范大学 ， 应用心理学， 2006， 硕士

【摘要】 应用探索性因素分析，结合大学生访谈和问卷方法，对大学生的自尊结构，发展特点进行了研究。同时利用自编的大学生自尊问卷对大学生的自尊水平做了深一步的探讨。与社会支持的相关研究更进一步证实了社会支持在大学生自尊发展中的重要作用。研究结果表明：(1)男女大学生、不同专业的大学生在自尊的各维度和总分上，不存在显著的性别和文理差异。(2)大学生的自尊发展水平存在显著的年级差异。大学一年级学生的自尊水平最高，二年级最低，三年级有所上升，到四年级又有所下降。(3)城乡、独生子女与非独生子女大学生，在自尊总分，和自我认可、他人认同、自信等分维度上均存在显著差异。(4)不同收入水平的家庭对大学生的自尊总分和他人认同、自信、重要感存在显著差异。(5)父亲的受教育程度对大学生的自尊在总分和学业能力、自信维度上存在显著的差异。母亲的受教育程度对大学生自尊的自我认可和自信维度上存在显著的差异。(6)男女大学生、不同年级大学生在支持总分，主观支持、客观支持和支持利用的维度上均存在显著差异。而在不同专业、城乡、不同收入家庭水平的大学生在支持总分，主观支持、客观支持和支持利用的维度上均不存在显著差异。(7)大学生自尊与客观支持、主观支持、支持的利用度和社会支持总分呈显著相关。大学生的社会支持越强，自尊也越高。反之亦然。更多还原

【Abstract】 Based on the exploring factor analysis and combined with the interview and questionnaire on the college students of self-esteem, the paper carried an intensive research on the structure, development characteristics. Meanwhile, the self-designed self-esteem questionnaire did a further study on the college students’ self-esteem. The research indicated that (1) there was no significance existed between male and female subjects and the same applies to the students from the different disciplines. (2) There were significant differences in the different grades which revealed that the Grade one students reached the high level, the Grade Two students hit the bottom, the Grade three students witnessed a slight recovery and the Grade Four students tended to drop down a little bit in terms of self-esteem. (3) Significant differences were found in the students from the city and rural area, and from the one child family and more children family as regards on self-esteem. (4) There were differences in terms of overall self-esteem, self-confidence and self importance of the students from the different level family incomes. (5) There were differences in terms of overall self-esteem, self-confidence and academic ability of the students from highly educated father whereas differences found in terms of self-acceptance and self-confidence from highly educated mother. (6)As for the social support, there are great differences in the male and female students and students from different grades in terms of overall social support, objective and subjective support. But no differences were detected in other variables. (7) There are high correlations between the self-esteem and social support, the higher the social support is, the higher self-esteem the college students are likely to be.更多还原