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《黑龙江教育学院学报》2019,(11):118-121
全日制研究生群体作为高学历、高自尊、高素质的代表,不仅对自身的期望较高,社会、学校和家庭对其的相对要求也较高,全日制研究生群体面临着学业、就业、交际、经济、社会期望等多方面的压力。已有研究表明,全日制研究生的焦虑水平显著高于全国成人常模和全国大学生常模水平,焦虑已经成为了影响全日制研究生身心健康的重要因素。因此,探讨全日制研究生出现的焦虑表现,并有针对性地进行成因分析,提出对策建议,对于全日制研究生的全面发展具有重要意义。 相似文献
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李薇 《南京晓庄学院学报》2013,(2):76-79
为了解当前硕士研究生的学习心理状况,该文采用量表法对626名不同性别、年级、学科和院校的硕士研究生进行了学习倦怠与自尊、就业压力的研究。结果表明:硕士研究生的学习倦怠水平偏高,在性别、年级上存在显著差异;学习倦怠与自尊呈显著负相关,与就业压力呈显著正相关。 相似文献
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傅瑜 《教育测量与评价(理论版)》2014,(1):39-43
目的：了解成都市外来务工人员子女自尊发展特点,为其自尊发展问题的预防和干预提供参考。方法：采用Rosenberg自尊量表和自编个人情况调查表,对以招收外来务工人员子女为主的两所学校和以招收本地生源为主的两所学校共计400名初二学生进行问卷调查。结果：①外来务工人员子女的自尊发展没有显著的性别差异;②父母受教育水平与其子女的自尊发展无显著相关,但随着父母受教育水平的升高,孩子的自尊水平也升高;③父母职业与其子女的自尊发展无显著相关,但父母职业的社会地位越高,孩子的自尊水平也越高;④随着家庭经济收入的增多,孩子的自尊发展水平也越高;⑤外来务工人员子女的自尊发展状况与本地同龄孩子无显著差异。 相似文献
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以660名在读研究生为被试,采用婚姻态度量表和主观幸福感量表,考察了研究生婚姻态度现状及其与主观幸福感的关系。研究发现：①当前研究生婚姻态度表现积极主动,婚恋压力普遍存在;②研究生的一般婚姻观念在性别、家庭关系和学科专业表现上存在显著差异,研究生的自我婚姻评价或期望在家庭关系和自身婚恋状况方面存在显著差异,家庭关系是影响研究生婚姻态度的重要因素;③婚姻态度与主观幸福感显著正相关,研究生的一般婚姻观念和自我婚姻评价或期望均可以预测其主观幸福感。 相似文献
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大学生的心理健康一直是社会关注的热点问题,而自尊作为个体对自我价值的评判,一直影响着个体的心理健康。为了探讨影响大学生自尊发展的家庭因素,为大学生的心理健康教育提供相关依据。本研究以问卷调查的方式试图通过对地方高校大学生自尊发展的家庭影响因素进行量化的研究。结果表明:大学生自尊水平在性别变量和父亲文化的变量上差异显著;家庭的多种因素对大学生的自尊发展产生了显著的影响。 相似文献
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张静 《毕节师范高等专科学校学报》2014,(10):111-114
大学生的心理健康一直是社会关注的热点问题,而自尊作为个体对自我价值的评判,一直影响着个体的心理健康。为了探讨影响大学生自尊发展的家庭因素,为大学生的心理健康教育提供相关依据。本研究以问卷调查的方式试图通过对地方高校大学生自尊发展的家庭影响因素进行量化的研究。结果表明：大学生自尊水平在性别变量和父亲文化的变量上差异显著;家庭的多种因素对大学生的自尊发展产生了显著的影响。 相似文献
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对当前女研究生的群体特点进行了研究和概括,从积极和消极两个方面分析了四大因素,即就业的期望与压力、婚恋的期望与压力、学业的期望与压力以及人际关系的期望与压力对女研究生主观幸福感的影响,阐述了女研究生感到幸福和不幸的原因,并提出了当代女研究生主观幸福感提升的四项策略,即确立积极的自我认知体系和自我评价体系、确立合适的人生目标、培养现代女性意识,建立自尊、自强、自信、自立的人格特征以及在朋友、长辈、相关专业机构的帮助下,增强自身的心理调控能力. 相似文献
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采用分层整群随机抽样方法,使用SES自尊量表对云南省6所大学1240名研究生进行调查,结果发现:(1)研究生低自尊水平、中间水平、高自尊水平的比例分别为12.6%、66.3%、20.7%;(2)不同培养类型研究生的自尊状况有显著差异;(3)个人不同月支出研究生自尊有显著差异;(4)父亲不同教育水平研究生自尊状况差异显著;(5)母亲不同教育水平研究生自尊状况差异显著. 相似文献
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The present study evaluated 64 children and their primary caregivers who were living in poverty. The children were administered a stress measure, a social support measure, and a measure of self‐esteem. Caregivers completed a stress measure, a measure of child adjustment, and a demographic questionnaire. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self‐esteem. According to the mediating model, enhancing children's social support may positively influence their self‐esteem. Greater levels of self‐esteem can affect many aspects of children's lives, such as improving school performance and efforts toward achieving goals. Because of the important role that social support can play on children's self‐esteem, social support should be actively promoted through school and community groups and organizations, especially with children from disadvantaged economic situations. © 2001 John Wiley & Sons, Inc. 相似文献
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This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed. 相似文献
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文章采用文献资料法、调查法和统计法等,以徐霞编制的中文版PSPP（身体自尊量表》为研究工具,对上海市部分中学生的身体自尊现状进行调查和分析。结果显示,中学生自我价值感与身体素质强弱的关系最为密切,而影响自我价值感高低的4个因素按其重要程度排序为：身体素质、身体吸引力、身体状况和运动技能。研究认为,青少年学生正处在身心发展重要时期,身体自尊意识形成对青少年参与体育锻炼的作用尤为重要,学校教育应更多关注学生的身体自尊意识培养。 相似文献
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Reda Abouserie 《教育心理学》1994,14(3):323-330
This study reports an investigation into the sources and levels of stress in relation to locus of control and self esteem in university students. Two stress questionnaires (ASQ and LSQ) were used to assess students’ stress. The first deals with academic sources of stress, and the second assesses the student's life stress levels. The achievement scale of the Multidimensional Multi‐attributional Scale Causality (MMCS) was used to measure locus of control, and the Rosenberg Self Esteem Scale to assess students’ self esteem. The study sample consisted of 675 (202 males and 473 females) second‐year undergraduate students. The results indicated that examination and examination results were the highest causes of stress in students, followed by studying for exams, too much to do and the amount to learn, respectively. Results showed that 77.6% and 10.4% of the students fall into the moderate and serious stress categories, respectively, and that there were significant differences between females and males students in both academic and life stress, with female students more stressed than males. Results also indicated a significant positive correlation between locus of control and academic stress, suggesting that students with external beliefs are more stressed than those with internal. A significant negative correlation between self esteem and both academic and life stress emerged, indicating that students with high self esteem are less stressed than are those with low. 相似文献
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Estefanía Estvez Lpez Juan Herrero Olaizola Beln Martínez Ferrer Gonzalo Musitu Ochoa 《Psychology in the schools》2006,43(3):387-400
The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self‐esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent–child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self‐esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 387–400, 2006. 相似文献
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在普通话水平测试中,藏族学生大多存在认识不足、声调偏误明显、识字量少、有紧张和自卑心理等问题。因此,为提高普通话水平测试成绩,藏族学生应高度重视测试前的准备,克服紧张和自卑心理,并强化汉字识字能力和声调的训练。 相似文献
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Li‐Ning Huang 《Communication quarterly》2013,61(2):230-243
A survey using a convenience sample of undergraduate students was conducted to investigate the relationships between family communication patterns and a set of personality characteristics, including self‐esteem, self‐disclosure, self‐monitoring, desirability of control, social desirability, shyness, and sociability. Results showed that individuals from conversation‐oriented families exhibited greater degrees of self‐disclosure, desire for control, self‐esteem, and sociability, whereas those from conformity‐oriented families were more likely to be self‐monitoring and shy and hold lower self‐esteem. Implications of these results are also addressed. 相似文献
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对六所具有代表性的高等师范学校学生进行抽样调查,用统计方法以实证方式从学生对择业自主性、创业意识,以及对挑战和挫折的态度情况进行分析,并进一步研究性别、年级、生源地、父母职业、家庭经济状况、学生考试成绩、专业技能等因素的不同对调查结果的差异性,了解高师学生的创业意识情况,为就业指导和教学改革提供了详实的信息和参考依据。 相似文献
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Denise B. Accordino Michael P. Accordino Robert B. Slaney 《Psychology in the schools》2000,37(6):535-545
This study examined the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self‐esteem in high school students. Participants were 123 tenth‐ through twelfth‐grade students. Results of multiple regression analyses indicated that students' personal standards were significant predictors of academic achievement. Students' personal standards also significantly predicted achievement motivation. Analyses of the relationship between perfectionism and depression and self‐esteem found that as students' personal standards increased, their levels of depression decreased and self‐esteem increased. Furthermore, when students experienced a discrepancy between their personal standards and actual performance, their depression levels increased and self‐esteem decreased. © 2000 John Wiley & Sons, Inc. 相似文献
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以人为本的教育,要关注学生的个性发展、,我们可以通过国家课程的校本化实施及校本课程的个性化开发。为学生设计出有利于他们个性发展的课程。通过多样化的课程选择和课程教学,使学生获得自尊感、成就感和自我认同感,让学生的个性在深度上获得充分发展、广度上获得多元发展、整体上获得和谐发展,在与周围的环境（包括人、物、氛围等）的交互中实现共生发展。同时有效推动教师的专业发展和学校的课程文化发展。 相似文献