| 中文题名： | 初中生害羞与学校适应的关系：班级人际环境的调节作用 |
| 姓名： | |
| 保密级别： | 公开 |
| 论文语种： | 英文 |
| 学科代码： | 045116 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 教育硕士 |
| 学位类型： | |
| 学位年度： | 2020 |
| 校区： | |
| 学院： | |
| 研究方向： | 心理健康教育 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2020-07-20 |
| 答辩日期： | 2020-07-20 |
| 外文题名： | THE RELATIONSHIP BETWEEN JUNIOR HIGH SCHOOL STUDENTS' SHYNESS AND SCHOOL ADAPTATION:THE MODERATING ROLE OF THE INTERPERSONAL ENVIRONMENT |
| 中文关键词： | |
| 外文关键词： | Junior High School Students Shyness ; Class Interpersonal Environment ; School Adaptation |
| 中文摘要： |
摘要在中国传统文化背景下，害羞是一种被接纳的气质特征，但随着经济发展与时代背景变化，加之我国基础教育改革，害羞个体的心理与行为特点容易使青少年在学校生活中面临很多的困境。班级是青少年学业发展与健康成长的重要生态系统，是学生学习和发展的重要场所。青春期又是青少年自我同一性形成的关键时期，同伴、师长、家人的评价和建议对青少年的自我发展具有重要的作用。因此，本研究欲考察初中生害羞对学校适应的影响，并探究班级人际环境在此关系中的调节作用。 采用害羞量表、班级地图量表、中国中小学学校适应成套量表调查了山西与北京两所学校共605名初中生。其中初一学生325人，初二学生280人。男生292人，女生313人。经统计分析主要得出以下统计结果： （1）本研究中的初中生的害羞水平适度，学生感知到的班级人际环境与学校适应情况较好。 （2）在变量的人口学差异上，女生的害羞水平显著高于男生，在害羞水平上不存在年级差异；初一学生感知到的班级人际环境与显著高于初二学生，班级人际环境不存在显著的性别差异；初一学生学校适应情况显著高于初二学生，学校适应情况不存在显著的性别差异。 （3）害羞与班级人际环境各维度、学校适应各维度存在显著的负相关关系。 （4）害羞能够负向预测初中生的学校适应情况；班级人际环境能够正向预测学生的学校适应情况。 （5）学生感知的班级内师生关系在青少年害羞与社会适应、个人适应之间起调节作用；同伴友谊在初中生害羞与社会适应、个人适应之间起调节作用；同伴侵犯维度只在害羞与社会适应之间起调节作用；家校关系在害羞与学校适应的三个维度之间不存在调节作用。 |
| 外文摘要： |
ABSTRACTIn the context of traditional Chinese culture, shyness is an accepted temperament. However, with economic development and changes in the era, coupled with the reform of basic education in China, the psychological and behavioral characteristics of shy individuals are likely to make teenagers face many challenges in school life. Dilemma. Classes are an important ecosystem for young people's academic development and healthy growth, and an important place for students to learn and develop. Adolescence is also a critical period for the formation of self-identity of adolescents. The evaluation and suggestions of peers, teachers and family members have an important role in the self-development of adolescents. Therefore, this study wants to investigate the influence of shyness of junior high school students on school adaptation, and explore the moderating role of the interpersonal environment of the class in this relationship. A total of 605 junior high school students in two schools in Shanxi and Beijing were investigated using the shyness scale, class map scale, and Chinese elementary and secondary school adaptation scale. Among them, there are 325 junior students and 280 junior students. There are 292 boys and 313 girls. The statistical analysis mainly results in the following statistical results: (1) The level of shyness of the junior high school students in this study is moderate, and the students' perceived interpersonal environment in the class is well adapted to the school. (2) In terms of demographic differences of variables, the shy level of girls is significantly higher than that of boys, and there is no grade difference in the level of shyness; the interpersonal environment of the first grade students perceives is significantly higher than that of the second grade students, and the interpersonal environment of the class is not There are significant gender differences; the school adaptability of junior first students is significantly higher than that of junior second students, and there is no significant gender difference in school adaptability. (3) There is a significant negative correlation between shyness and all dimensions of class interpersonal environment and school adaptation. (4) Shyness can negatively predict junior high school students 'school adaptation; class interpersonal environment can positively predict students' school adaptation. (5) Student-perceived teacher-student relationship plays a moderating role between adolescent shyness and social and personal adaptation; peer friendship plays a moderating role between junior high school students' shyness and social and personal adaptation; peer aggression dimension is only in shyness It has a moderating role with social adaptation; home-school relationship does not have a moderating role between the three dimensions of shyness and school adaptation. |
| 馆藏号： | 硕045116/20008 |
| 开放日期： | 2021-07-20 |
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