留守初中生社會(huì)關(guān)系網(wǎng)絡(luò)、自尊、情緒智力與社會(huì)創(chuàng)造性的關(guān)系
發(fā)布時(shí)間：2018-07-24 17:49
【摘要】：隨著經(jīng)濟(jì)的快速發(fā)展以及城市化進(jìn)程地不斷推進(jìn),越來(lái)越多的農(nóng)民選擇進(jìn)城打工,造成他們的子女被迫與父母分離,這就形成了一個(gè)特殊的群體——留守兒童。近幾年留守兒童的發(fā)展?fàn)顩r受到越來(lái)越多研究者的關(guān)注,心理學(xué)界對(duì)留守兒童的研究也取得了很多成果。 本研究選取湖北省留守兒童聚集地某中學(xué)初一、初二年級(jí)各6個(gè)班共582名初中生,探討不同留守類(lèi)型初中生的社會(huì)關(guān)系網(wǎng)絡(luò)、自尊、情緒智力和社會(huì)創(chuàng)造性的現(xiàn)狀以及相互之間的關(guān)系。研究工具包括：親子親合量表、中文版關(guān)系質(zhì)量問(wèn)卷、同伴關(guān)系問(wèn)卷、自尊量表、情緒智力量表和小學(xué)社會(huì)創(chuàng)造性傾向問(wèn)卷。本研究研究結(jié)果如下： (1)初中生親子親合水平具有顯著的性別差異,且男生高于女生；父母雙方外出初中生祖父的祖孫支持顯著高于父母一方在家的初中生；父母雙方外出初中生祖母消極維度顯著高于非留守初中生； (2)父母雙方外出的初中生的社會(huì)創(chuàng)造性總分以及威信或同伴影響力、問(wèn)題解決特質(zhì)或沖突解決能力和堅(jiān)毅進(jìn)取性維度得分顯著高于父母雙方在家的非留守初中生； (3)初中生他人情緒評(píng)估的能力存在顯著的年級(jí)差異,初二學(xué)生高于初一學(xué)生；情緒智力、對(duì)他人的情緒評(píng)估存在留守類(lèi)型的顯著差異,父母雙方外出的初中生顯著高于父母一方外出的初中生；女生的情緒智力、情緒運(yùn)用和情緒控制維度存在留守類(lèi)型的差異；非留守初中男生的情緒智力總分、自我情緒評(píng)估、情緒運(yùn)用、情緒控制顯著高于非留守初中女生； (4)在父母雙方都外出時(shí),初中生的自尊、情緒智力和祖母的支持可以顯著預(yù)測(cè)社會(huì)創(chuàng)造性；在父母一方外出時(shí),初中生的自尊、情緒智力和祖父的支持可以顯著預(yù)測(cè)社會(huì)創(chuàng)造性；在父母都在家時(shí),初中生的自尊、情緒智力和父親的親子親合可以顯著預(yù)測(cè)社會(huì)創(chuàng)造性； (5)父母雙方外出時(shí),初中生的自尊、父親的親子親合和祖母的支持能夠正向預(yù)測(cè)其情緒智力；父母一方外出時(shí),初中生的自尊、母親的親子親合能夠正向預(yù)測(cè)其情緒智力；父母都在家時(shí),初中生的自尊和祖父的祖孫支持能夠正向預(yù)測(cè)情緒智力,同伴拒絕能夠負(fù)向預(yù)測(cè)情緒智力； (6)不同留守類(lèi)型初中生的情緒智力均在人際關(guān)系網(wǎng)絡(luò)、自尊與社會(huì)創(chuàng)造性之間的關(guān)系中起部分中介作用。
[Abstract]:With the rapid development of economy and the continuous promotion of urbanization, more and more farmers choose to work in cities, resulting in their children being forced to separate from their parents, which has formed a special group-left-behind children. In recent years, more and more researchers pay attention to the development of left-behind children. In this study, 582 junior high school students were selected from a middle school in Hubei Province, where the left-behind children gathered in 6 classes each, to explore the social network and self-esteem of junior high school students with different left-behind types. The present situation of emotional intelligence and social creativity and the relationship between them. The research tools include: parent-child affinity scale, Chinese version relationship quality questionnaire, peer relationship questionnaire, self-esteem scale, emotional intelligence scale and primary school social creative tendency questionnaire. The results are as follows: (1) the level of parent-child affinity of junior high school students has significant gender differences, and boys are higher than girls; The negative dimension of grandmother was significantly higher than that of non-left-behind junior high school students. (2) the total score of social creativity and prestige or peer influence of junior high school students who both parents went out were significantly higher than those of non-left-behind junior high school students. The scores of problem-solving trait or conflict resolution ability and perseverance and enterprising dimension were significantly higher than those of non-left-behind junior high school students whose parents were at home; (3) there was significant grade difference in the ability of emotional evaluation of junior high school students. There was significant difference in emotional intelligence between the two junior high school students and the emotional evaluation of others. The emotional intelligence of female students was significantly higher than that of the junior high school students whose parents were out, and the emotional intelligence of the female students was significantly higher than that of the junior high school students whose parents were out. There were significant differences in emotional use and emotional control between non-left-behind junior high school students and non-left-behind junior middle school students. The total scores of emotional intelligence self-evaluation emotional control and emotional control of non-left-behind junior middle school students were significantly higher than those of non-left-behind junior middle school girls. (4) when both parents were out, the self-esteem, emotional intelligence and grandmother's support of junior high school students could significantly predict social creativity, and the self-esteem of junior high school students when one parent was away, Emotional intelligence and grandfather's support can significantly predict social creativity; when parents are at home, junior high school students' self-esteem, emotional intelligence and father's parent-child affinity can significantly predict social creativity; (5) when both parents go out, Junior high school students' self-esteem, paternal affinity and grandmother's support can positively predict their emotional intelligence; when one parent goes out, the self-esteem of junior high school students, the affinity of mother and child can positively predict their emotional intelligence; when both parents are at home, the self-esteem of junior high school students can be positively predicted. Junior high school students' self-esteem and grandfather's grandchild support can predict positive emotional intelligence, peer refusal to predict emotional intelligence negatively. (6) emotional intelligence of different left-behind junior high school students are all in interpersonal network. The relationship between self-esteem and social creativity plays an intermediary role.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B844.2
本文編號(hào)：2142170
[Abstract]:With the rapid development of economy and the continuous promotion of urbanization, more and more farmers choose to work in cities, resulting in their children being forced to separate from their parents, which has formed a special group-left-behind children. In recent years, more and more researchers pay attention to the development of left-behind children. In this study, 582 junior high school students were selected from a middle school in Hubei Province, where the left-behind children gathered in 6 classes each, to explore the social network and self-esteem of junior high school students with different left-behind types. The present situation of emotional intelligence and social creativity and the relationship between them. The research tools include: parent-child affinity scale, Chinese version relationship quality questionnaire, peer relationship questionnaire, self-esteem scale, emotional intelligence scale and primary school social creative tendency questionnaire. The results are as follows: (1) the level of parent-child affinity of junior high school students has significant gender differences, and boys are higher than girls; The negative dimension of grandmother was significantly higher than that of non-left-behind junior high school students. (2) the total score of social creativity and prestige or peer influence of junior high school students who both parents went out were significantly higher than those of non-left-behind junior high school students. The scores of problem-solving trait or conflict resolution ability and perseverance and enterprising dimension were significantly higher than those of non-left-behind junior high school students whose parents were at home; (3) there was significant grade difference in the ability of emotional evaluation of junior high school students. There was significant difference in emotional intelligence between the two junior high school students and the emotional evaluation of others. The emotional intelligence of female students was significantly higher than that of the junior high school students whose parents were out, and the emotional intelligence of the female students was significantly higher than that of the junior high school students whose parents were out. There were significant differences in emotional use and emotional control between non-left-behind junior high school students and non-left-behind junior middle school students. The total scores of emotional intelligence self-evaluation emotional control and emotional control of non-left-behind junior middle school students were significantly higher than those of non-left-behind junior middle school girls. (4) when both parents were out, the self-esteem, emotional intelligence and grandmother's support of junior high school students could significantly predict social creativity, and the self-esteem of junior high school students when one parent was away, Emotional intelligence and grandfather's support can significantly predict social creativity; when parents are at home, junior high school students' self-esteem, emotional intelligence and father's parent-child affinity can significantly predict social creativity; (5) when both parents go out, Junior high school students' self-esteem, paternal affinity and grandmother's support can positively predict their emotional intelligence; when one parent goes out, the self-esteem of junior high school students, the affinity of mother and child can positively predict their emotional intelligence; when both parents are at home, the self-esteem of junior high school students can be positively predicted. Junior high school students' self-esteem and grandfather's grandchild support can predict positive emotional intelligence, peer refusal to predict emotional intelligence negatively. (6) emotional intelligence of different left-behind junior high school students are all in interpersonal network. The relationship between self-esteem and social creativity plays an intermediary role.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B844.2
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，本文編號(hào)：2142170
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