發(fā)布時(shí)間：2018-10-25 12:18

【摘要】： 留守兒童作為中國城市化進(jìn)程中產(chǎn)生的一個(gè)必然產(chǎn)物,一直備受社會(huì)的關(guān)注,但是目前有關(guān)留守兒童的研究還基本處于發(fā)展階段。作為完全本土化的自我概念,自立的內(nèi)涵、結(jié)構(gòu)、心理功能及表現(xiàn)形式均有其特殊性。而在中國,很少有人從心理學(xué)特別是現(xiàn)代人格心理學(xué)的角度來系統(tǒng)研究自立問題,更很少研究特殊人群的自立人格,特別是人格形成重要階段的特殊青少年群體——留守青少年。 研究以有效樣本為773名的留守青少年為被試。主要采用問卷法,選用的研究工具有：(1)青少年學(xué)生自立人格量表,(2)家庭環(huán)境量表,(3)一般自我效能感量表,(4)自編基本情況調(diào)查表。研究比較了留守青少年與一般青少年在自立人格方面的差異,分析青少年自立人格特征與家庭環(huán)境和自我效能因素的關(guān)系,探討父母外出者、幾歲外出、外出年限、看望間隔、打工態(tài)度等留守因素對留守青少年自立人格特征形成的影響。主要結(jié)論如下： (1)留守青少年較易形成不良的自立人格,同時(shí)留守青少年內(nèi)部存在較大的個(gè)體差異,部分留守青少年發(fā)展異常好,部分卻又在另一個(gè)極端。 (2)留守青少年的家庭環(huán)境和自我效能均差于非留守青少年群體,其中自我效能存在較大的個(gè)體差異。 (3)留守青少年的自立人格、家庭環(huán)境和自我效能均存在性別差異,其中男生的各方面表現(xiàn)均好于女生。 (4)留守青少年的自立人格、家庭環(huán)境和自我效能均存在年級差異,其中初一和高一的學(xué)生表現(xiàn)優(yōu)于初二和高二的。 (5)獨(dú)生維度上,留守青少年只有在家庭環(huán)境的知識性和控制性以及自我效能感上存在差異,獨(dú)生子女表現(xiàn)較好。 (6)自立人格及其兩個(gè)維度均與家庭環(huán)境、自我效能有密切的關(guān)系。家庭環(huán)境各維度是綜合性的外界因素,自我效能是重要的內(nèi)部因素,影響青少年自立人格的形成。 (7)父母外出時(shí)兒童年齡、父母外出年限、父母雙方誰外出、相聚時(shí)間除以分離時(shí)間的看望間隔、對打工的態(tài)度等五個(gè)留守因素系統(tǒng)地影響著留守青少年的家庭環(huán)境、自我效能和自立人格的發(fā)展與狀況。
[Abstract]:As an inevitable product in the process of urbanization in China, left-behind children have always been concerned by the society, but at present, the research on left-behind children is still basically in the stage of development. As a self-concept of complete localization, the connotation, structure, psychological function and expression form of self-support have its particularity. However, in China, few people systematically study the issue of self-reliance from the perspective of psychology, especially modern personality psychology, and even less study the self-supporting personality of special people. Especially the special group of teenagers in the important stage of personality formation-left-behind teenagers. The study included 773 left-behind adolescents with a valid sample. The main research tools are as follows: (1) Young students' self-supporting personality scale, (2) family environment scale, (3) general self-efficacy scale, (4) self-compiled basic information questionnaire. This paper compares the differences of self-supporting personality between left-behind adolescents and ordinary adolescents, analyzes the relationship between the characteristics of self-supporting personality, family environment and self-efficacy factors, and probes into the parents who go out, how old they go out, how long they go out, how many years of time they go out, and how often they visit each other. The influence of Left-behind factors such as working attitude on the formation of Self-supporting Personality of Left-behind teenagers. The main conclusions are as follows: (1) Left-behind adolescents tend to form poor self-supporting personality, and there are large individual differences within left-behind adolescents, and some left-behind adolescents develop exceptionally well. Some of them are at the other extreme. (2) the family environment and self-efficacy of left-behind adolescents are worse than those of non-left-behind adolescents. Among them, there are significant individual differences in self-efficacy. (3) there are gender differences in self-supporting personality, family environment and self-efficacy of left-behind adolescents. Among them, boys' performance was better than that of girls. (4) there were grade differences in self-supporting personality, family environment and self-efficacy of left-behind adolescents. Among them, the performance of the students of Grade one and Grade one is better than that of Grade two. (5) in the dimension of only one child, there are only differences in the knowledge, control and self-efficacy of the family environment among the left-behind teenagers. (6) Self-supporting personality and its two dimensions are closely related to family environment and self-efficacy. Each dimension of family environment is a comprehensive external factor, and self-efficacy is an important internal factor, which affects the formation of self-supporting personality of teenagers. (7) the age of children, the years of parental absence, the parents who go out, The five factors such as the time of gathering divided by the interval of visiting and the attitude towards working have a systematic influence on the family environment self-efficacy and self-supporting personality development and status of the left-behind teenagers.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：B844.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 王世嫘;趙潔;;留守青少年學(xué)習(xí)自我效能感的現(xiàn)狀及其教育對策[J];繼續(xù)教育研究;2011年12期

2 王世嫘;趙潔;;留守中學(xué)生學(xué)習(xí)歸因與學(xué)習(xí)自我效能感的關(guān)系[J];中國學(xué)校衛(wèi)生;2011年12期

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本文編號：2293678