發(fā)布時(shí)間：2018-06-30 08:10

  本文選題：中小學(xué)生 + 心理虐待　； 參考：《中南大學(xué)》2009年博士論文

【摘要】： 目的： 1.構(gòu)建中國(guó)文化背景下中小學(xué)學(xué)生心理虐待理論模型,初步編制一套中小學(xué)學(xué)生心理虐待自評(píng)量表,為研究中小學(xué)學(xué)生心理虐待提供一個(gè)可操作的量化工具。 2.檢驗(yàn)新編中小學(xué)學(xué)生心理虐待自評(píng)量表的信度、效度。 3.探究中國(guó)文化背景下中小學(xué)學(xué)生心理虐待的檢出率、相關(guān)因素及受虐學(xué)生的心理健康。 方法： 1.隨機(jī)抽取湖南省長(zhǎng)沙市、常德市、桃源縣、張家界永定區(qū)的12所中小學(xué)五年級(jí)至高三的497名學(xué)生作為被試。其中男生262名,女性235名,年齡12-18歲。采用訪談法和問(wèn)卷調(diào)查法,建構(gòu)學(xué)生心理虐待理論模型,建立項(xiàng)目庫(kù)。經(jīng)相關(guān)專家對(duì)每個(gè)項(xiàng)目逐條打分評(píng)價(jià),篩選出效價(jià)高的項(xiàng)目,編制學(xué)生心理虐待自評(píng)量表初稿。 2.選取湖南省長(zhǎng)沙市、常德市、桃源縣、張家界永定區(qū)四個(gè)區(qū)域的28所學(xué)校,從小學(xué)五年級(jí)到高三年級(jí)的學(xué)生為研究對(duì)象。其中高中12所,初中12所,小學(xué)4所。采用二級(jí)分層抽樣法,在每所中學(xué)隨機(jī)抽取不同年級(jí)的2-3個(gè)班級(jí)取樣,在小學(xué)隨機(jī)抽取5年級(jí)或6年級(jí)的一個(gè)班級(jí)取樣,發(fā)放問(wèn)卷3200份,有效問(wèn)卷2977份,年齡10-18歲,平均(14.4±2.06)歲。其中女生1515名,占50.9%；男生1462名,占49.1%。采用學(xué)生心理虐待理論模型結(jié)合探索性因素分析對(duì)學(xué)生心理虐待自評(píng)量表進(jìn)行初步的因素構(gòu)建,再選用驗(yàn)證性因素分析證明因素結(jié)構(gòu)的合理性。效度檢驗(yàn)包括內(nèi)容效度、結(jié)構(gòu)效度和效標(biāo)關(guān)聯(lián)效度。選用Cronbachα系數(shù)、條目間相關(guān)系數(shù)、分半信度和重測(cè)相關(guān)系數(shù)檢驗(yàn)量表的信度。通過(guò)一般人口學(xué)資料問(wèn)卷、學(xué)生心理虐待自評(píng)量表等問(wèn)卷對(duì)農(nóng)村和城市學(xué)生心理虐待的檢出率、相關(guān)因素進(jìn)行橫斷面調(diào)查。 3.選取湖南省長(zhǎng)沙市、常德市、桃源縣、張家界永定區(qū)四個(gè)區(qū)域的28所學(xué)校,從小學(xué)五年級(jí)到高三年級(jí)的學(xué)生為研究對(duì)象。其中高中12所,初中12所,小學(xué)4所。用二級(jí)分層抽樣法,在每所中學(xué)隨機(jī)抽取不同年級(jí)的2-3個(gè)班級(jí)取樣,在小學(xué)隨機(jī)抽取5年級(jí)或6年級(jí)的一個(gè)班級(jí)取樣,發(fā)放問(wèn)卷3200份,剔除無(wú)效問(wèn)卷后,保留有效問(wèn)卷2943份,年齡10-18歲,平均14.2±2.02歲。其中女生1491名,占50.7%；男生1452名,占49.3%。通過(guò)一般人口學(xué)資料問(wèn)卷、學(xué)生心理虐待自評(píng)量表、自尊量表、自我效能感量表,青少年行為自評(píng)量表等問(wèn)卷對(duì)農(nóng)村和城市受虐學(xué)生的心理健康問(wèn)題等進(jìn)行橫斷面調(diào)查。 結(jié)果： 1.通過(guò)項(xiàng)目分析和因素分析,確定中小學(xué)生心理虐待自評(píng)量表有40個(gè)項(xiàng)目,由五個(gè)維度：貶損、控制、剝奪、歧視、忽視組成,解釋總變異的55.365%。信度檢驗(yàn)：內(nèi)部一致性分析顯示,項(xiàng)目間平均相關(guān)系數(shù)為0.382-0.520,Cronbacha系數(shù)為0.795-0.887,分半信度為0.804-0.872,重測(cè)信度為0.884-0.919；內(nèi)部相關(guān)分析表明,各維度與總量表分的相關(guān)系數(shù)為0.777-0.877。效度檢驗(yàn)：該量表經(jīng)該領(lǐng)域15位專家對(duì)項(xiàng)目?jī)?nèi)容進(jìn)行評(píng)估,保留至少5位專家評(píng)估達(dá)到所測(cè)目的項(xiàng)目。效標(biāo)關(guān)聯(lián)效度,學(xué)生心理虐待自評(píng)量表的各維度分、量表總分與兒童心理虐待量表各維度分、量表總分之間的相關(guān)系數(shù)為0.219-0.432,呈顯著正相關(guān)(p0.01)。 2.中小學(xué)生近一年來(lái)遭受心理虐待的檢出率為35.40%；其檢出率是男生高于女生(p=0.000),高年齡高于低年齡(p=0.000),農(nóng)村高于城市(p=0.000),身體健康不良者高于身體健康者(p=0.001),內(nèi)向者高于外向者(p=0.210),學(xué)習(xí)成績(jī)和守紀(jì)情況不良者高于學(xué)習(xí)成績(jī)和表現(xiàn)優(yōu)良者(p=0.000),父母受教育程度低者高于受教育文化程度高者(p=0.001),父母關(guān)系不好的高于父母關(guān)系良好的(p=0.001),家庭經(jīng)濟(jì)狀況差的高于家庭經(jīng)濟(jì)狀況良好的(p=0.001)。學(xué)生心理虐待的相關(guān)因素包括：學(xué)校地域、住校、性別、學(xué)校類型、學(xué)習(xí)成績(jī)、守紀(jì)情況、問(wèn)題行為和父母關(guān)系等。 3.心理虐待對(duì)學(xué)生自尊(p0.05)和自我效能感產(chǎn)生不良影響(p0.05)。青少年心理行為自評(píng)量表中所有維度分及總分與學(xué)生心理虐待自評(píng)量表的各維度分和總分均顯著正相關(guān)(p0.01)。 結(jié)論： 1.探索性因子分析結(jié)果與作者的理論構(gòu)想基本一致；驗(yàn)證性因子分析表明,理論模型具有較好的穩(wěn)定性和可靠性。 2.通過(guò)考察項(xiàng)目間平均相關(guān)系數(shù)、Cronbach a系數(shù)、分半信度和重信度,該量表有較理想的信、效度,量表的穩(wěn)定性、內(nèi)部一致性等結(jié)果都達(dá)到了測(cè)量學(xué)要求。 3.中小學(xué)生心理受虐的相關(guān)因素包括性別、學(xué)校類型、學(xué)校地域、住校、問(wèn)題行為、學(xué)習(xí)成績(jī)、守紀(jì)情況和父母關(guān)系等。 4.心理虐待對(duì)學(xué)生的自尊、自我效能感和行為都會(huì)產(chǎn)生不良影響。
[Abstract]:Objective:
1. a theoretical model of primary and secondary school students' psychological abuse under Chinese cultural background is constructed, and a set of self-assessment scales for primary and secondary school students' psychological abuse is preliminarily developed to provide an operational quantifiable tool for the study of primary and secondary school students' psychological abuse.
2. to test the reliability and validity of the psychological abuse self rating scale for the newly compiled primary and secondary school students.
3. to explore the prevalence rate of psychological abuse among primary and secondary school students in China, the related factors and mental health of abused students.
Method:
1. a random extraction of 497 students from grade five to senior three of 12 primary and secondary schools in Changsha, Changde, Taoyuan county and Yongding District of Zhangjiajie were selected as subjects. Among them 262 boys, 235 women and 12-18 years old. Using interview and questionnaire investigation, the students' psychological abuse theory model was constructed and the project library was set up. Each project was treated by relevant experts. One by one grading and evaluation, screening out items with high titers, and preparing the first draft of self rating scale for psychological abuse.
2. selected 28 schools in four regions of Changsha, Changde, Taoyuan, and Yongding District of Zhangjiajie, from grade five to junior high school students. 12 of high school, 12 in junior middle school, 4 in primary school, and two level stratified sampling method, sampling at random from 2-3 classes of different grades at each middle school and randomly pumping in primary schools Taking a sample of grade 5 or grade 6, 3200 questionnaires were issued, 2977 valid questionnaires were 10-18 years old, and the average age was (14.4 + 2.06) years old. 1515 of them were girls, 50.9% and 1462 boys, and 49.1%. used the theoretical model of psychological abuse and exploratory factor analysis to make a preliminary construction of the students' psychological abuse self rating scale. Confirmatory factor analysis was used to prove the reasonableness of factor structure. The validity test included content validity, structural validity and validity associated validity. Cronbach alpha coefficient, inter item correlation coefficient, semi reliability and retest correlation coefficient test scale reliability were selected. The questionnaire of general demographic data, self-assessment questionnaire for students' psychological abuse, and other questionnaires were used. A cross-sectional survey was conducted on the prevalence rate of psychological abuse among rural and urban students.
3. select 28 schools in four regions of Changsha, Changde, Changde, Taoyuan, and Yongding District of Zhangjiajie, from grade five to junior high school students. 12 of high school, 12 in junior middle school, 4 in primary school. With two level stratified sampling method, sampling of 2-3 classes of different grades at random in every middle school and 5 random sampling in primary school. 5 A class of grade or grade 6 was sampled and 3200 questionnaires were issued. After eliminating the invalid questionnaire, 2943 valid questionnaires were retained, the average age was 10-18 years old, and the average was 14.2 + 2.02 years old. 1491 of the girls were 50.7%, and the boys were 1452, accounting for 49.3%. through the general demographic data questionnaire, students' self-assessment scale, self-respect scale, self-efficacy scale, youth. A questionnaire survey was conducted to investigate the mental health problems of rural and urban battered students.
Result:
1. through the project analysis and factor analysis, 40 items were determined by the self-assessment scale of primary and middle school students' psychological abuse, which were divided into five dimensions: derogatory, control, deprivation, discrimination and neglect, and explained the 55.365%. reliability test of the total variation: the internal consistency analysis showed that the average relationship between the projects was 0.382-0.520, the Cronbacha coefficient was 0.795-0.887, half a half. The reliability is 0.804-0.872 and the retest reliability is 0.884-0.919; the correlation coefficient of each dimension and total amount table is 0.777-0.877. validity test: the scale is evaluated by 15 experts in the field, and at least 5 experts have retained the project to assess the target. Each dimension of the scale, the total score of the scale and the dimensions of the child psychological abuse scale, the correlation coefficient between the total score of the scale was 0.219-0.432, and there was a significant positive correlation (P0.01).
2. the prevalence rate of psychological abuse was 35.40% for primary and middle school students in the last year. The detection rate was higher than that of girls (p=0.000), higher age than low age (p=0.000), higher than city (p=0.000) in rural area, higher than healthy person (p=0.001), introvert higher than extrovert (p=0.210), higher learning achievement and poor discipline condition. The lower level of education of parents (p=0.000), higher education level of parents (p=0.001), higher parental relationship than parents (p=0.001), poor family economic status is higher than that of family economic condition (p= 0.001). The related factors of student psychological abuse include school geography, residence Gender, school type, academic performance, discipline, problem behaviors and parenthood.
3. psychological abuse had a negative effect on students' self-esteem (P0.05) and self-efficacy (P0.05). All dimensions and total scores of adolescent psychological behavior self rating scale were positively correlated with the scores and total scores of the students' psychological abuse self rating scale (P0.01).
Conclusion:
1. the results of exploratory factor analysis are basically the same as those of the author. Confirmatory factor analysis shows that the theoretical model has good stability and reliability.
2. by examining the average correlation coefficient, Cronbach a coefficient, half reliability and reliability, the scale has better reliability, validity, stability of the scale, internal consistency and so on.
3. the related factors of psychological abuse among primary and secondary school students are gender, school type, School District, residence, problem behavior, academic achievement, discipline and parental relationship.
4. psychological abuse has adverse effects on students' self-esteem, self-efficacy and behavior.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2

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