【摘要】：目的:觀察大學(xué)生自尊水平的特點(diǎn)。方法:于2005-11/2006-05選取江西省內(nèi)6所高等院校,專業(yè)包括理工科、醫(yī)學(xué)、師范類及文科類大學(xué)生793名。以751名大學(xué)生為研究對象,采用二維自尊量表進(jìn)行調(diào)查,包含16個(gè)題項(xiàng),每個(gè)維度8個(gè)題項(xiàng)。量表的重測信度為0.84和0.80,同質(zhì)性信度為0.86和0.84;該量表測量整體自尊,分為自我喜歡和自我能力感兩個(gè)維度。采用個(gè)別訪談的方法對自尊高分同學(xué)和自尊低分同學(xué)進(jìn)行個(gè)別訪談,同時(shí)收集同學(xué)和班主任(輔導(dǎo)員)對該同學(xué)的評價(jià)。調(diào)查中使用半結(jié)構(gòu)化訪談,訪談提綱的內(nèi)容是依據(jù)癥狀自評量表各因子結(jié)合以往研究中自尊及其相關(guān)影響因素設(shè)計(jì)的,主要包括以下3個(gè)方面:①與焦慮有關(guān)的認(rèn)知和事件。②與同學(xué)、老師以及朋友的關(guān)系。③對自我情感和心境的評價(jià)。為了緩解被訪談?wù)叩木o張情緒,還進(jìn)行其他方面的交流。結(jié)果:發(fā)放問卷793份,收回780份。對所收回的問卷進(jìn)行初步整理,剔除不符合要求的廢卷后,獲得有效問卷751份。①男生在整體自尊和自我能力感維度上得分高于女生,差異有顯著性意義[分別為(49.5820±7.9979),(48.2091±8.2642)分;(23.3893±3.9680),(22.6963±4.2606)分,t=2.157,2.134,P0.05]。男女生在自我喜歡維度上得分差異無顯著性意義(P0.05)。②在整體自尊和自尊兩個(gè)維度上,各年級之間差異有顯著性意義(P0.05)。大二學(xué)生自我喜歡維度得分明顯高于大一和大三學(xué)生[分別為(26.7353±5.1527),(25.2432±4.7695),(25.6045±5.2917)分,t=3.485,2.11,P0.05,0.01];大二學(xué)生在自我能力感維度得分明顯高于大一和大三學(xué)生[分別為(23.5588±4.2219),(22.5459±4.2285),(22.9718±3.9448)分,t=2.748,1.395,P0.05,0.01]。③整體自尊和自尊兩個(gè)維度,在性別與年級之間有交互效應(yīng)。整體自尊和自我喜歡得分男生高于女生,大二學(xué)生得分高于大一和大三學(xué)生。自我能力感得分大二女生高于男生。在整體自尊和自尊兩個(gè)維度,年級和專業(yè)之間有交互效應(yīng)。④自尊與心理健康的關(guān)系:整體自尊高分者普遍具有正確的人生態(tài)度,滿意的心境,對生活樂觀,對未來充滿了希望,和諧的人際關(guān)系、良好的個(gè)性和高尚的人格,同學(xué)之間關(guān)系融洽,能很好地相處,在與人交往中能做到尊重人、理解人,從不將自己的觀點(diǎn)強(qiáng)加到他人的身上,能夠平等地、寬容地了解、評價(jià)對方。而整體自尊低分者普遍存在焦慮情緒,人際關(guān)系不和諧和不能恰當(dāng)?shù)卣J(rèn)同自己,或是莫名其妙地自傲,或是無緣無故地自卑,經(jīng)常有意無意地掩飾自己的不足,心理特別敏感、脆弱,失落感極強(qiáng),經(jīng)不起風(fēng)浪的折騰,存在嚴(yán)重的心理沖突,回避矛盾,無法保持平衡的心理狀態(tài)。結(jié)論:大學(xué)生自尊水平存在性別、年級差異,并與心理健康癥狀存在明顯相互作用關(guān)系。
[Abstract]:Objective: to observe the characteristics of college students' self-esteem. Methods: 793 college students majoring in science and engineering, medicine, normal education and liberal arts were selected from 6 colleges and universities in Jiangxi Province in 2005. A total of 751 college students were investigated with two-dimensional self-esteem scale, including 16 items, 8 items in each dimension. The test-retest reliability of the scale was 0.84 and 0.80, and the homogeneity reliability was 0.86 and 0.84. The scale measured the overall self-esteem, which was divided into two dimensions: self-like and self-ability. Individual interviews were conducted with students with high self-esteem and low self-esteem, and the students and class teachers (counselors) were collected to evaluate the students with high self-esteem and low self-esteem. Semi-structured interviews were used in the survey. The contents of the interview outline were designed according to the factors of symptom Checklist combined with self-esteem and its related influencing factors in previous studies, including the following three aspects: (1) cognition and events related to anxiety. (2) the relationship with classmates, teachers and friends. (3) the evaluation of self-emotion and mood. In order to ease the tension of the interviewees, there are other aspects of communication. Results: 793 questionnaires were sent out and 780 questionnaires were collected. After sorting out the collected questionnaires, the valid questionnaires were obtained. The scores of overall self-esteem and self-ability of boys were significantly higher than those of girls [(49.5820 鹵7.9979), (48.2091 鹵8.2642); (23.3893 鹵3.9680), (22.6963 鹵4.2606), t 鈮，

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