【作者】 何莉；

【导师】 苏虹；

【作者基本信息】 安徽医科大学 ， 流行病与卫生统计学， 2009， 硕士

【摘要】 目的了解本地区城乡中小学生的人格、自我意识的现况及其特点,并探讨城乡中小学生的自我意识与家庭环境、学校环境和个人人格等的关系,为学校和家庭开展针对性的教育提供依据。方法采用方便抽样的方法抽取安徽省合肥市区和长丰县共三所小学和四所初中,以其中的小学四、五、六年级学生和初中学生为研究对象,共调查4147名学生。学生根据自愿的原则,在调查员的帮助下,以匿名的形式填写调查问卷,内容包括中小学生及其父母的社会人口统计学特征、家庭环境、学校环境、艾森克人格问卷(儿童问卷)、Piers-Harris儿童自我意识量表等。对资料按城市和农村分别进行单因素分析的基础上,以各自的自我意识总分作为因变量,以学生及家长的一般人口社会学特征、家庭环境、学校环境、人格等作为自变量,分别进行多元线性回归分析。结果在农村,不同性别中小学生自我意识各个因子分及总分的差异均有统计学意义,小学生与初中生在躯体外貌与属性、焦虑、幸福与满足三个因子分的差异有统计学意义。在城市,不同性别的学生在行为、智力与学校情况、焦虑、合群、幸福与满足、总分上的差异有统计学意义,小学生和初中生的自我意识各因子及总分的差异有统计学意义。对艾森克人格四个维度和自我意识总分进行相关分析,结果显示,自我意识总分与内外向、掩饰性两个维度成正相关;与精神质、神经质两个维度成负相关。城市中小学生水平城市的中小学生的自我意识各因子得分及总分均高于农村中小学生。多元线性回归结果显示,在农村,家庭和睦、家庭经济状况、老师教育方式、与同学的关系、好友个数、学习成绩、艾森克人格的四个维度(精神质、内外向、神经质、掩饰性)是中小学生自我意识水平的影响因素;在城市,与母亲的关系、家庭经济状况、老师的态度、与同学的关系、好友个数、学习成绩、艾森克人格的四个维度(精神质、内外向、神经质、掩饰性)是中小学生自我意识水平的影响因素。结论与农村中小学生相比,城市中小学生具有更高的自我意识。家庭经济状况、与同学的关系、好友个数、学习成绩、艾森克人格的四个维度(精神质、内外向、神经质、掩饰性)是影响城乡中小学生自我意识水平的共同因素。此外,家庭和睦、老师教育方式影响农村中小学生的自我意识,与母亲关系、老师的态度影响城市中小学生的自我意识。更多还原

【Abstract】 Objective This study examined the status and characteristic of the personality and self-concept of primary and junior middle school students in the city and countryside of Hefei, and probe into the relationship of the self-concept and home environment ,school environment and personality of primary and junior middle school students in the city and countryside respectively, so as to provide the evidence for the education in school and family.Methods 4147 students of grade four, five, six and all of the junior middle school students were selected, which from seven of the grade schools and junior middle schools in Hefei urban area and Chang feng county by convenience sampling. The students voluntarily filled out the anonymous questionnaire with the help of investigator, which included the demographic, Eysenck Personality Questionnaire (EPQ) (for the children), and Piers-Harris Children’s self-concept Scale (PHCSS), et al. At the base of univariate analysis classified by the city and the county, Multiple linear regression analysis were employed to explore the relationship among the demographic characteristics of the students and parents, home environment, school environment, and student’s personality, and the dependent variable was the level of self-concept.Results In the countryside, there was a significant difference in all factors and total score of self-concept between different gender, and the differences of scores in body and outward appearance, anxiety and happiness factors had statistical significance between primary school and junior middle school students. In the unban, there was a significant difference in behavior, intelligence and school, anxiety and team player, and happiness and total score of self-concept between different gender, and there was a significant difference in each factor and total score of self-concept between primary and junior middle school students. The self-concept total score had a positive correlation with introversion-extroversion and lie, and had a negative correlation with psychoticism and neuroticism. The primary and junior middle school students in the city had higher scores of each factor and total scores of self-concept than that in the countryside. Multiple linear regression analysis showed that the level of self-concept of primary and junior middle school students in the countryside was influenced by personality of student, family harmony and financial situation, teacher education mode, relationship between students, number of friends, and school record. And the self-concept of primary and junior middle school students in the city was influenced by personality of students, relationship with mother, family financial situation, and attitude of teacher, relationship between students, friends, and school record.Conclusions Comparing with the primary and junior middle school students in the countryside, the students in the city had higher level of self-concept. Home financial situation, relation with classmates, number of friends, school recored, and four dimensions of personality were the common influencing factors. Home harmony and the educational mode of teacher also influenced the level of self-concept of students in the countryside, moreover, relationship with mother and the attitude of teacher influenced the level of self-concept of students in the city.更多还原