排序方式： 共有357条查询结果，搜索用时 15 毫秒
71.
论自尊研究的历史发展趋向 总被引：11，自引：0，他引：11
张丽华 《辽宁师范大学学报(社会科学版)》2003,26(2):48-52
詹姆斯、库利的早期研究为自尊提供了理论概念和经验背景;40－50年代的心理学家了自尊对于心理健康的影响：在60－70年代,心理科学中的不同学派及其不同学科对自尊进行了深入而全面的研究。在80－90年代的研究们则在实验研究的基础上探究了自尊的决定因素,并进一步从认知和情绪的角度拓展了自尊的研究范围,揭示了低自尊与抑郁情绪之间的内在联系,指出了自尊对于人类心理健康的重要影响作用。 相似文献
72.
不同家庭环境的大学生自我价值感的比较研究 总被引：1，自引：0，他引：1
目的:探讨不同家庭环境对大学生自我价值感形成、发展的影响,寻找提高自我价值感的方法。方法:运用家庭环境量表和青少年自我价值感量表对540名福州高校大学生的家庭环境与自我价值感进行测查,并进行比较分析。结果:不同家庭环境下成长的大学生自我价值感得分有显著性差异。结论:家庭环境的不同因子从不同层面上对大学生自我价值感产生影响。轻松、和谐、融洽和民主的家庭环境有助于大学生自我价值感的健康发展。 相似文献
73.
大学生自尊的特点及培养 总被引：1，自引：0，他引：1
王小芳 《和田师范专科学校学报》2008,28(5):49-50
本文概述了大学生自尊的定义,阐述了大学生自尊的特点,并以家庭和学校为视角提出了大学生自尊的培养措施,以期为提高大学生自尊水平、完善高校大学生心理健康教育提供一些可供借鉴的资料和依据。 相似文献
74.
This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children’s motor skills, social skills and self-esteem were assessed using standardised measures pre- and post-intervention and at follow-up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated positive yet variable improvements in motor skill domains which were sustained at three month follow-up. Qualitative data highlights some perceived improvement in children’s social skills, confidence and use of meta-cognitive strategies and an unexpected perceived outcome for one child with co-existing speech and language difficulties. The responses of this group highlight some individual factors which practitioner educational psychologists (EPs) should consider when planning motor skills interventions with schools. 相似文献
75.
This study aimed to examine the pathways from child sexual abuse to sexual assault victimization and perpetration in adolescence and early adulthood, considering risky sexual behavior and lowered sexual self-esteem as mediator variables. In a two-wave longitudinal study with 2251 college students in Germany, male and female participants provided reports of sexual aggression victimization and perpetration since age 14 (T1) and again a year later (T2), covering the last 12 months. In addition, child sexual abuse (CSA; before the age of 14), risky sexual behavior, and sexual self-esteem were assessed at T1, and risky sexual behavior and sexual-self-esteem were assessed again at T2. Experience of CSA was significantly associated with greater likelihood of sexual aggression victimization and perpetration, lower sexual self-esteem, and more risky sexual behavior in both gender groups at T1 and was directly related to victimization at T2 among male participants. In both gender groups, CSA indirectly contributed to a higher probability of sexual victimization at T2 via its impact on victimization T1. In males, the indirect path from CSA to T2 perpetration via T1 perpetration was also significant. Through its negative impact on sexual self-esteem, CSA indirectly increased the probability of sexual victimization among women and the probability of sexual aggression perpetration among men. Risky sexual behavior mediated the pathway from CSA to sexual victimization at T2 for men and women and the pathway from CSA to sexual aggression perpetration for women. The findings contribute to the understanding of gendered effects of CSA on revictimization and the victim-to-perpetrator cycle. 相似文献
76.
羞耻感是个体违背道德或感到个人无能时,基于是非观、善恶观、荣辱观而产生的一种自觉的指向自我的痛苦体验。它是是非观形成的基础,是自尊心的表征,是抵御不良诱惑的精神力量,是道德教育的起点。可以通过培养学生的是非观、自尊心、荣誉感和责任心来培养学生的羞耻感。 相似文献
77.
魏爱娟 《南京师范大学文学院学报》2001,(2):42-44
本选取了张爱玲性格的一个侧面，即奇特的自尊心加以考察，着重探讨了“自尊”对张爱玲创作的影响：阻碍她完整地实现从实际的人生境遇向着审美理解的转化。转化的不完整主要体现在作品独特的视角上，这一视角影响了作品的深度。 相似文献
78.
习得无助理论的研究进展 总被引：2，自引：0，他引：2
习得无助指个体经历了某种学习后，引起动机、认知、情绪和行为上的消极表现，影响后来的学习。自Seligman提出习得无助理论以来，就引起了心理学界的广泛研究，这些研究从不同的角度解释了习得无助的产生机制，形成了习得无助的行为控制、归因、认知、目标、自尊保护、人格等多种理论，并为习得无助的治疗提供了理论依据。 相似文献
79.
Utilizing mixed methodology, this paper investigates the relationship between self-esteem and academic achievement for young adolescents within two Western cultural contexts: the United States and England. Quantitative and qualitative data from 86 North American and 86 British adolescents were utilized to examine the links between self-esteem and academic achievement from the beginning to the end of their academic year during their 11th–12th year of age. For both samples, quantitative results demonstrated that fall self-esteem was related to multiple indicators of later year academic achievement. While country differences emerge by the end of the year, math appears to have a consistent relationship with self-esteem in both country contexts. Qualitative analyses found some support for British students’ self-perceptions as more accurately reflecting their academic experience than the students from the United States. 相似文献
80.
马锦华 《洛阳师范学院学报》2011,30(2):114-116
采用量表法以358名高中学生为被试样本进行心理测验,考察职业高中学生与普通高中学生缺陷感量表各因子与情感各纬度的关系.结果显示,普通高中学生正性情感和快乐感均显著高于职高学生;职业高中学生自尊心较低,自信心不足;自尊与学习能力是情感各纬度稳定有力的预测指标,它们能预测职高学生的负性情感和预测普高学生的正性情感.体能预测职高学生的正性情感,人际自信和外貌预测普高学生的负性情感. 相似文献