盲生自尊及其影响因素研究
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摘要
[研究目的]以泰安市盲童学校为例,研究盲生的自尊状况,并深入探讨其影响因素。
[研究被试]盲生组：泰安市盲童学校盲生(8到18岁)80名,其中,男生56人,女生24人；全盲生31人,低视力49人。对照组：泰安王家庄子小学和泰山现代中学明眼生80名,其中男生54人,女生26人。
[研究方法]
研究一：自编访谈提纲,对盲生进行半结构化访谈,以质的研究方法分析盲生的自尊结构,探索影响自尊的因素。
研究二：以Rosenberg自尊量表、父母教养方式问卷(EMBU)、社会支持量表为工具,测查盲生自尊水平,并分析其影响因素。
[研究结果]
1、盲生自尊水平明显低于明眼生的自尊水平。
2、盲生自尊结构可归纳为才艺特长、形体外貌、同伴关系、社会适应、家庭关系、学校、情绪稳定性和生理健康等八个结构内容。生理的缺陷使得盲生在社会适应上比明眼生更为困难,故本研究特别强调提出了社会适应这一结构内容。研究发现,盲生在社会适应、同伴关系、生理健康和情绪稳定性四个维度上自尊水平较低。
3、父母教养方式、社会支持、视力状况、是否有过普通学校就读经历和负性的生活事件(遭受侮辱、嘲笑、人际关系受挫)是影响盲生自尊的相关因素。盲生所获得的主观支持与父母“情感温暖与理解”对盲生自尊水平有积极的影响。父母的“过度保护”、“过分干涉”对自尊也有积极的影响,但是这种效应有待于考证。过度干涉、保护的父母往往过度代劳,使得盲生过多地依赖他人,缺乏责任感,盲目自大,出现高自尊,然而,父母的过度干涉、保护是不利于盲生自尊的长远发展的。
4、低视力学生的自尊水平比全盲生自尊水平低,原因可能是,相比全盲生,低视力学生借助微弱的视力,更多地感受到明眼人对自己的态度,而明眼人对盲生的态度大多是消极的,低视力的学生更多地感受到这种消极的态度,进而对自己做出更多的消极评价。有过普通学校就读经历的盲生的自尊水平低于未在普通学校就读过的盲生的自尊水平,这可能是由于78.125%有过普通学校就读经历的盲生为低视力学生,而低视力学生的自尊水平相对较低；盲生在普通学校遭遇更多的负性事件,有更多的负性情绪体验,对自己持否定的态度,进而消弱了自尊。
[Objective]:This paper takes Blind Students School in TaiAn as example to research self-esteem of the blind students together with its influencers.
[Subject]:80 blind students of Blind Students School (from age 8 to age 18),56 boys and 24girls; 31 stone-blind students,49 dim sighted ones.80 comparative students (from the primary school of Wang Village and the middle school of Royal Monument Tower in TaiAn),54 boys and 26 girls.
[Method]:
Research One:Using self-compiled outlines to have a half-structured interview with the blind students, analyze self-esteem structure of the blind students and explore its influencers in the qualitative portion
Research Two:Taking Rosenberg esteem scale, EMBU and Social Support Scale as tools to measure the level of the blind students'self-esteem, analyzing its influencers in the quantitative portion.
[Results]:
Conclusions drawn from the above research is summarized as follows:
1. The self-esteem level of blind students is much lower than that of the comparative sighted students.
2. The structure of blind students'self-esteem can be summarized into 8 aspects: skill and strong suit, appearance, relationship with accompaniers, social adaption, family relationship, school, stability of emotion and physical health.The physical defects of the blind students may cause more difficulty of social adaption,so the structure content of social adaption which is proposed in this paper is pointed out emphatically. The research find out that blind students have low self-esteem level in the dimensionalities of social adaption, relationship with accompaniers, physical health and stability of emotion.
3. The cultivating style of parenets, social adaption, visual acuity, having ordinary school experience or not,and negative life affairs (insults, taunts, frustration on interpersonal relationship) are related factors which affect blind students' self-esteem. The subjective supportion and parents'"affetional warmth and understanging" have positive influence to the self-esteem of blind students. Also, parents'"over protection" and "over interference" have positive influence to some extent. However, the effect is to be proven by further experiments because that the over protective and interferential parents often do things for their blind children which could have been dealt with by themselves. This may make the blind students too irresponsible and arrogant for themselves to create a temporary high self-esteem lever, and it is harmful to the long-term development of self-esteem.
4. The dim sighted students have lower self-esteem lever than stone-blind ones. This probably can be accounted for as follows. Compare to the stone-blind students, dim sighted ones feel much about the negative attitude form sighted people which leads them to make more negative judgement. The blind students who have studied in ordinary school have lower self-esteem score than those who haven't. First, this probably can be interpreted as that the proportion of dim sighted students to the blind students who have studied in ordinary school reaches78.125%,the dim sighted student's self-respect level is relatively low. Second, the blind students who have studied in ordinary school encounter more negative life affairs, experience more negative emotion,and deny himselves, then weaken the self-esteem.
[研究被试]盲生组：泰安市盲童学校盲生(8到18岁)80名,其中,男生56人,女生24人；全盲生31人,低视力49人。对照组：泰安王家庄子小学和泰山现代中学明眼生80名,其中男生54人,女生26人。
[研究方法]
研究一：自编访谈提纲,对盲生进行半结构化访谈,以质的研究方法分析盲生的自尊结构,探索影响自尊的因素。
研究二：以Rosenberg自尊量表、父母教养方式问卷(EMBU)、社会支持量表为工具,测查盲生自尊水平,并分析其影响因素。
[研究结果]
1、盲生自尊水平明显低于明眼生的自尊水平。
2、盲生自尊结构可归纳为才艺特长、形体外貌、同伴关系、社会适应、家庭关系、学校、情绪稳定性和生理健康等八个结构内容。生理的缺陷使得盲生在社会适应上比明眼生更为困难,故本研究特别强调提出了社会适应这一结构内容。研究发现,盲生在社会适应、同伴关系、生理健康和情绪稳定性四个维度上自尊水平较低。
3、父母教养方式、社会支持、视力状况、是否有过普通学校就读经历和负性的生活事件(遭受侮辱、嘲笑、人际关系受挫)是影响盲生自尊的相关因素。盲生所获得的主观支持与父母“情感温暖与理解”对盲生自尊水平有积极的影响。父母的“过度保护”、“过分干涉”对自尊也有积极的影响,但是这种效应有待于考证。过度干涉、保护的父母往往过度代劳,使得盲生过多地依赖他人,缺乏责任感,盲目自大,出现高自尊,然而,父母的过度干涉、保护是不利于盲生自尊的长远发展的。
4、低视力学生的自尊水平比全盲生自尊水平低,原因可能是,相比全盲生,低视力学生借助微弱的视力,更多地感受到明眼人对自己的态度,而明眼人对盲生的态度大多是消极的,低视力的学生更多地感受到这种消极的态度,进而对自己做出更多的消极评价。有过普通学校就读经历的盲生的自尊水平低于未在普通学校就读过的盲生的自尊水平,这可能是由于78.125%有过普通学校就读经历的盲生为低视力学生,而低视力学生的自尊水平相对较低；盲生在普通学校遭遇更多的负性事件,有更多的负性情绪体验,对自己持否定的态度,进而消弱了自尊。
[Objective]:This paper takes Blind Students School in TaiAn as example to research self-esteem of the blind students together with its influencers.
[Subject]:80 blind students of Blind Students School (from age 8 to age 18),56 boys and 24girls; 31 stone-blind students,49 dim sighted ones.80 comparative students (from the primary school of Wang Village and the middle school of Royal Monument Tower in TaiAn),54 boys and 26 girls.
[Method]:
Research One:Using self-compiled outlines to have a half-structured interview with the blind students, analyze self-esteem structure of the blind students and explore its influencers in the qualitative portion
Research Two:Taking Rosenberg esteem scale, EMBU and Social Support Scale as tools to measure the level of the blind students'self-esteem, analyzing its influencers in the quantitative portion.
[Results]:
Conclusions drawn from the above research is summarized as follows:
1. The self-esteem level of blind students is much lower than that of the comparative sighted students.
2. The structure of blind students'self-esteem can be summarized into 8 aspects: skill and strong suit, appearance, relationship with accompaniers, social adaption, family relationship, school, stability of emotion and physical health.The physical defects of the blind students may cause more difficulty of social adaption,so the structure content of social adaption which is proposed in this paper is pointed out emphatically. The research find out that blind students have low self-esteem level in the dimensionalities of social adaption, relationship with accompaniers, physical health and stability of emotion.
3. The cultivating style of parenets, social adaption, visual acuity, having ordinary school experience or not,and negative life affairs (insults, taunts, frustration on interpersonal relationship) are related factors which affect blind students' self-esteem. The subjective supportion and parents'"affetional warmth and understanging" have positive influence to the self-esteem of blind students. Also, parents'"over protection" and "over interference" have positive influence to some extent. However, the effect is to be proven by further experiments because that the over protective and interferential parents often do things for their blind children which could have been dealt with by themselves. This may make the blind students too irresponsible and arrogant for themselves to create a temporary high self-esteem lever, and it is harmful to the long-term development of self-esteem.
4. The dim sighted students have lower self-esteem lever than stone-blind ones. This probably can be accounted for as follows. Compare to the stone-blind students, dim sighted ones feel much about the negative attitude form sighted people which leads them to make more negative judgement. The blind students who have studied in ordinary school have lower self-esteem score than those who haven't. First, this probably can be interpreted as that the proportion of dim sighted students to the blind students who have studied in ordinary school reaches78.125%,the dim sighted student's self-respect level is relatively low. Second, the blind students who have studied in ordinary school encounter more negative life affairs, experience more negative emotion,and deny himselves, then weaken the self-esteem.
引文
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4. Barak, K. L. Adventure education and college student development:An Exploratory Study. Madison:University of Wisconsin 1995
5. Beane, I. A. & Lipka, R. P. Self-concept, self-esteem and the curriculum. Newton, Mass:Allyn and Bacon, Inc.1984
6. Borba, M. Esteem Builder:A K-8 self-esteem curriculum for improving student achievement, behavior and school climate. Torrance, CA:Jalmar Press.1989
7. Branden N. The psychology of self-esteem. New York:Bantam.1969 8. Brooke, S. L. Critical analysis of the self-esteem index. Measurement and Evaluation in Counseling and Evaluation,28,233-238
8. Branden N.:The psychology of self-esteem, New York:Bantam.1969, p110
9. Campbell, J. D,&LLavallee、F. L. W ho Am I?the Role of Se 11-confusion in Understanding the Behavior of People with Low Self-esteem, in R. F. Baumeister eds:Self-esteem-the Puzzle of Low Self-regarded, Plenum Press, New York.1993
10. Campbell, J. D. Self-esteem and clarity of the self-concept. Journal of Personality nd Social Psychology,59,538-549
11. Campbell, Julie Journal of Visual Impairment & Blindness, Jun2007, Vol.101 Issue 6, p351-355
12. Coopersmith, S.:The antecedents of self-esteem. San Francisco:Freeman,1967, p4-5
13. Chubb, N. H., Fertman, C. I., & Ross, J.L.Adolescent self-esteem and locus of control:A longitudinal study of gender and age differences. Adolescence,32,113-129
14. Coopersmith, S. The antecedents of self-esteem. San Francisco:Freeman, 1967, pp.4-5
15. D'Zurilla T J, Chang E C, Sanna L J.:Self-esteem and social problem solving as predictors of aggression in college student. Journal of Social and Clinical Psychology,2003,22(4), p424
16. Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C., Reuman, D. A.,& Yee, D. Self-concept, domain values, and self-esteem:relations and changes at early adolescence. Journal of Personality,1989,57,283-310
17. Epstein, S. The self-concept revisited or a theory of a theory. American Psychologist,1973,28,405-416
18. Erikson, E. H. Children and Society (2nd ed.). New York:Norton.1963
19. Ewert, A. Outdoor adventure and self-concept:A research analysis. Eugene:University of Oregon, Center of Leisure Studies.1989
20. Garst, B, Scheider, T., & Baker, D. Outdoor adventure program participation impacts on adolescent self-perception. The Journal of Experiential Education,2001,24,41-49
21. Greenberg J., Pyszczynski T., Solomon S. The causes and consequences of the need for self-esteem:A terror management theory. In R.F. Baumeister (Ed.), Public self and private self (pp.189-212). New York: Springer-Verlag.1986.
22. Greenberg J., Solomon S., Pyszczynski T.Terror management theory of self-esteem and social behavior:Empirical assessment and conceptual refinements.In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol.29, pp.61-139). New York:Academic Press.1997
23. Greenwald A. G.,Banaji M. r.Implicit social cognition:Attitudes, self-esteem, and stereotypes. Psychological Review, Vol 102, 1995, pp.4-27
24. Greiger, R. Self-concept, Self-esteem and rational emotive theory: A briefperspective. Rational Living,1975,10,13-17
25. James, W. The principles of psychology. Cambridge, MA:Harvard University Press (Original work published,1890),1983, p.296
26. Kernis, M. H., Borckner, J., & Frankel, B. S. Self-esteem and reaction to failure:The mediating role of overgeneralization. Journal of Personality and Social Psychology.1989,57,707-714
27. King, D. A., & Daniel, L. G. Psychometric integrity of the self-esteem index:A comparison of normative and field study results. Educational & Psychological Measurement,1996,56,537-550
28. Lawrence, D. Enhancing self-esteem in the classroom. London:St Edmundsbury Press.1988
29. Leary M. R., Tambor E. S., Terdal S. K., Downs D. L. Self-esteem as an interpersonal monitor:The sociometer hypothesis. Journal of Personality and Social Psychology,1995, Vol.68, pp.518-530
30. Leary M. R.,Baumeister R. F. The nature and function of self-esteem: Sociometer theory.Manuscript submitted for publication.1997
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32. Man, A. D.,&Devisse, T. Locus of control, mental ability, self-esteem and alienation. Social Behavior and Personality,1987,15,233-236
33. Mogee, R.,&Williams, S. Does low self-esteem predict health compromising ehaviors among adolescents? Journal of Adolescence, 2000,23,569-582
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3 Campbell, Julie Journal of Visual Impairment&Blindness,Jun2007, Vol.101 Issue 6,p351-355
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2. Aberson, C. L., Heal, M., & Romero. V. Ingroup bias and self-esteem:A meta-analysis. Personality and Social Psychology Review 2000,4,157-163
3. Bernrd, H. R. The Problem of Informant Accuracy:The Validity of Retrospective Data. Annual Review of Anthropology.1984,13, pp495-517
4. Barak, K. L. Adventure education and college student development:An Exploratory Study. Madison:University of Wisconsin 1995
5. Beane, I. A. & Lipka, R. P. Self-concept, self-esteem and the curriculum. Newton, Mass:Allyn and Bacon, Inc.1984
6. Borba, M. Esteem Builder:A K-8 self-esteem curriculum for improving student achievement, behavior and school climate. Torrance, CA:Jalmar Press.1989
7. Branden N. The psychology of self-esteem. New York:Bantam.1969 8. Brooke, S. L. Critical analysis of the self-esteem index. Measurement and Evaluation in Counseling and Evaluation,28,233-238
8. Branden N.:The psychology of self-esteem, New York:Bantam.1969, p110
9. Campbell, J. D,&LLavallee、F. L. W ho Am I?the Role of Se 11-confusion in Understanding the Behavior of People with Low Self-esteem, in R. F. Baumeister eds:Self-esteem-the Puzzle of Low Self-regarded, Plenum Press, New York.1993
10. Campbell, J. D. Self-esteem and clarity of the self-concept. Journal of Personality nd Social Psychology,59,538-549
11. Campbell, Julie Journal of Visual Impairment & Blindness, Jun2007, Vol.101 Issue 6, p351-355
12. Coopersmith, S.:The antecedents of self-esteem. San Francisco:Freeman,1967, p4-5
13. Chubb, N. H., Fertman, C. I., & Ross, J.L.Adolescent self-esteem and locus of control:A longitudinal study of gender and age differences. Adolescence,32,113-129
14. Coopersmith, S. The antecedents of self-esteem. San Francisco:Freeman, 1967, pp.4-5
15. D'Zurilla T J, Chang E C, Sanna L J.:Self-esteem and social problem solving as predictors of aggression in college student. Journal of Social and Clinical Psychology,2003,22(4), p424
16. Eccles, J. S., Wigfield, A., Flanagan, C. A., Miller, C., Reuman, D. A.,& Yee, D. Self-concept, domain values, and self-esteem:relations and changes at early adolescence. Journal of Personality,1989,57,283-310
17. Epstein, S. The self-concept revisited or a theory of a theory. American Psychologist,1973,28,405-416
18. Erikson, E. H. Children and Society (2nd ed.). New York:Norton.1963
19. Ewert, A. Outdoor adventure and self-concept:A research analysis. Eugene:University of Oregon, Center of Leisure Studies.1989
20. Garst, B, Scheider, T., & Baker, D. Outdoor adventure program participation impacts on adolescent self-perception. The Journal of Experiential Education,2001,24,41-49
21. Greenberg J., Pyszczynski T., Solomon S. The causes and consequences of the need for self-esteem:A terror management theory. In R.F. Baumeister (Ed.), Public self and private self (pp.189-212). New York: Springer-Verlag.1986.
22. Greenberg J., Solomon S., Pyszczynski T.Terror management theory of self-esteem and social behavior:Empirical assessment and conceptual refinements.In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol.29, pp.61-139). New York:Academic Press.1997
23. Greenwald A. G.,Banaji M. r.Implicit social cognition:Attitudes, self-esteem, and stereotypes. Psychological Review, Vol 102, 1995, pp.4-27
24. Greiger, R. Self-concept, Self-esteem and rational emotive theory: A briefperspective. Rational Living,1975,10,13-17
25. James, W. The principles of psychology. Cambridge, MA:Harvard University Press (Original work published,1890),1983, p.296
26. Kernis, M. H., Borckner, J., & Frankel, B. S. Self-esteem and reaction to failure:The mediating role of overgeneralization. Journal of Personality and Social Psychology.1989,57,707-714
27. King, D. A., & Daniel, L. G. Psychometric integrity of the self-esteem index:A comparison of normative and field study results. Educational & Psychological Measurement,1996,56,537-550
28. Lawrence, D. Enhancing self-esteem in the classroom. London:St Edmundsbury Press.1988
29. Leary M. R., Tambor E. S., Terdal S. K., Downs D. L. Self-esteem as an interpersonal monitor:The sociometer hypothesis. Journal of Personality and Social Psychology,1995, Vol.68, pp.518-530
30. Leary M. R.,Baumeister R. F. The nature and function of self-esteem: Sociometer theory.Manuscript submitted for publication.1997
31. Leary M. R. Baumeister R. F. The nature and function of self-esteem: Sociometer theory. In M. Zanna(Ed.). Advances in experimental social psychology (Vol.32, pp.1-62). San Diego:Academic Press.2000
32. Man, A. D.,&Devisse, T. Locus of control, mental ability, self-esteem and alienation. Social Behavior and Personality,1987,15,233-236
33. Mogee, R.,&Williams, S. Does low self-esteem predict health compromising ehaviors among adolescents? Journal of Adolescence, 2000,23,569-582
34. Mark R. Leary, Roy F. Baumeister:The nature and function of self-esteem:sociometer theory.
35. Nikolaraizi, Magda European Journal of Special Needs Education, Vol 16(2), Jun,2001. Special issue:The role of support teachers, pp.167-182.
36. Rosenberg M.:Society and the adolescent self-image. Princeton, Princeton University Press,1965, p30-31
37. Sheldon Solomon, Jeff Greenberg&Tom Pyszcznski, Terror management theory of self-esteem. From C. R. Snyder&Donelson R. Forsyth(Eds):Handbook of Social and Clinical Psycholgy:The health perspective, Pergamon Press, NewYork,1990