高中生一般自我效能感、应对方式与自我和谐性的关系研究
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摘要
本研究旨在通过分析高中生自我效能感、应对方式和自我和谐性的关系,研究三者之间的内在联系,建构理论模型,对自我效能感及自我和谐性的研究加以补充和丰富。本研究采用问卷调查法,选取376名高中生作为被试进行调查,研究结果表明：
(1)本研究高中生的自我效能感总体水平处于中等偏上。有职务的高中生,有更高水平的一般自我效能感和自我和谐性。
(2)高中生对挫折和烦恼的应对方式依次是：问题解决、求助、退避、忍耐、发泄、幻想,大多数学生倾向于应用成熟和积极的应对方式。
此外,在应对方式的幻想、发泄、和忍耐维度,男女生之间差异显著,男生明显比女生更爱幻想,女生明显比男生更多采用发泄的方式,男生的面对挫折时比女生更多地采用忍耐的方式。学段上的显著差异有,高二年级比高三年级更多地采用问题解决方式,在幻想方式上,高一年级采用此风格显著多于高二和高三年级；高二和高三年级同学显著比高一年级更多的采用忍耐风格。
(3)高中生的自我和谐性总体水平处于中等偏上。在学段上有差异,高一年级学生的心理和谐性水平显著高于高二和高三年级,高二和高三年级学生间没有显著差异。
(4)高中生一般自我效能感与心理和谐性总行和分存在显著相关,即一般自我效能感越高的学生其心理自我和谐性越高。“自我效能感”、“应对方式之问题解决”和“应对方式之求助”对高中生自我和谐性具有预测功能,以“自我效能感”维度的预测力最佳。调节作用分析发现,应对方式中的幻想、问题解决在一般自我效能感和自我和谐性之间起到非常显著的正向调节作用,应对方式中的求助风格则在两者中间起到了显著的负向调节作用。
The aims of this study through the analysis of senior high school students' sense of self-efficacy, coping style and self harmonious sexual relationship, study of the intrinsic link between the three, construct theory model, the self efficacy and self harmony research to complement and enrich. This study adopts questionnaire investigation method, we selected376high school students as the subjects investigated, the results show that:
Firstly, The study of high school students' self-efficacy overall level is medium. A position of high school students, have higher levels of general self efficacy and self harmony.
Secondly, On middle school students'frustration and annoyance coping styles are:problem solving, help, retreat, patience, venting, illusion, most students tend to mature and positive coping styles.
In addition, the coping style of fantasy, vent, and patience dimension, significant differences between male and female students, boys was significantly more than the female love fantasy, girls have significantly more than boys with a way to vent, the boys face setbacks than girls use more patience manner. Study on difference of grade of second year in high school three high grades have, than to use more problem solving, in the way of high fantasy, the first grade using this style significantly more than the grade two and three; grade two and three students significantly higher than the first grade are more used to endure style.
Thirdly, High school students' self consistency of overall level is medium. In school period has difference, high the first grade students psychological harmony level was significantly higher than that in grade two and three, grade two and three, there was no significant difference between students.
Lastly, High school students'general self-efficacy and mental harmony of head office and branch have the remarkable correlation, namely the general self-efficacy of students the higher the psychological self harmony of higher. And" self-efficacy"," coping styles of problem solving" and" coping style of help" on high school students'self consistency of a prediction function, in order to" self-efficacy" dimension of predictive power best. Study on the regulatory role of discovery, coping style of fantasy, problem solving in general self efficacy and self harmony between play a very significant positive moderating effect, coping style in help-seeking style in between plays a negative regulatory role.
(1)本研究高中生的自我效能感总体水平处于中等偏上。有职务的高中生,有更高水平的一般自我效能感和自我和谐性。
(2)高中生对挫折和烦恼的应对方式依次是：问题解决、求助、退避、忍耐、发泄、幻想,大多数学生倾向于应用成熟和积极的应对方式。
此外,在应对方式的幻想、发泄、和忍耐维度,男女生之间差异显著,男生明显比女生更爱幻想,女生明显比男生更多采用发泄的方式,男生的面对挫折时比女生更多地采用忍耐的方式。学段上的显著差异有,高二年级比高三年级更多地采用问题解决方式,在幻想方式上,高一年级采用此风格显著多于高二和高三年级；高二和高三年级同学显著比高一年级更多的采用忍耐风格。
(3)高中生的自我和谐性总体水平处于中等偏上。在学段上有差异,高一年级学生的心理和谐性水平显著高于高二和高三年级,高二和高三年级学生间没有显著差异。
(4)高中生一般自我效能感与心理和谐性总行和分存在显著相关,即一般自我效能感越高的学生其心理自我和谐性越高。“自我效能感”、“应对方式之问题解决”和“应对方式之求助”对高中生自我和谐性具有预测功能,以“自我效能感”维度的预测力最佳。调节作用分析发现,应对方式中的幻想、问题解决在一般自我效能感和自我和谐性之间起到非常显著的正向调节作用,应对方式中的求助风格则在两者中间起到了显著的负向调节作用。
The aims of this study through the analysis of senior high school students' sense of self-efficacy, coping style and self harmonious sexual relationship, study of the intrinsic link between the three, construct theory model, the self efficacy and self harmony research to complement and enrich. This study adopts questionnaire investigation method, we selected376high school students as the subjects investigated, the results show that:
Firstly, The study of high school students' self-efficacy overall level is medium. A position of high school students, have higher levels of general self efficacy and self harmony.
Secondly, On middle school students'frustration and annoyance coping styles are:problem solving, help, retreat, patience, venting, illusion, most students tend to mature and positive coping styles.
In addition, the coping style of fantasy, vent, and patience dimension, significant differences between male and female students, boys was significantly more than the female love fantasy, girls have significantly more than boys with a way to vent, the boys face setbacks than girls use more patience manner. Study on difference of grade of second year in high school three high grades have, than to use more problem solving, in the way of high fantasy, the first grade using this style significantly more than the grade two and three; grade two and three students significantly higher than the first grade are more used to endure style.
Thirdly, High school students' self consistency of overall level is medium. In school period has difference, high the first grade students psychological harmony level was significantly higher than that in grade two and three, grade two and three, there was no significant difference between students.
Lastly, High school students'general self-efficacy and mental harmony of head office and branch have the remarkable correlation, namely the general self-efficacy of students the higher the psychological self harmony of higher. And" self-efficacy"," coping styles of problem solving" and" coping style of help" on high school students'self consistency of a prediction function, in order to" self-efficacy" dimension of predictive power best. Study on the regulatory role of discovery, coping style of fantasy, problem solving in general self efficacy and self harmony between play a very significant positive moderating effect, coping style in help-seeking style in between plays a negative regulatory role.
引文
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高宝山,杨春林.(2003).中学生应付方式与心理健康水平.教育科学研究,03.
黄希庭,余华,郑涌.(2000).中学生应对方式的初步研究.心理科学,23(1),1-5.
龚田波.(2007).城市边缘群体青少年自尊、应对方式与主观幸福感的影响研究.广州大学硕士论文.
贾福军,杨德森,王学义.(2000).唐山地震孤儿21年后的心理健康状况.中国健康心理学杂志,8(3),337-340.
蒋灿.(2007).自我意识量表的初步修订及相关研穷.西南大学硕士论文.(04).
梁军林,刘珍妮,全东明.(1999).518名高中生的应对方式与个性调查.中国临床心理学杂志.13(2).
李娟,王玉廷.(2008).自我效能感理论及其在教育中约作用.辽宁教育行政学院学报,1(1).
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李育辉,张建新.(2004). 中学生的自我效能感、应对方式及二者的关系.中国心理卫生杂志,18(10),711-713.
李琨.(2007).学业不良初中生社会支持、自尊与应对方式的关系及心理干预研究.广州大学硕士论文.
欧勇.(2008).高职院校人际关系现状及其与自我和谐性的关系研究.湖南师范大学硕士论文,(05).
王才康,胡中锋,刘勇.(2001).一般自我效能感量表的信度和效度研究.应用心理学,7(1),37-40.
王登峰.(1994).自我和谐量表的编制.中国临床心理学杂志,(1),19
王登峰,崔红.(2006).人格维度与行为抑制的相关研究.心理科学,29(1),7-8.
王登峰,黄希庭.(2007).自我和谐与社会和谐.西南大学学报,33(4)19-25.
王艳喜,雷万胜.(2006).自我效能感研究综述.当代经理人,(14).
王才康.(2002).中学生一般自我效能感与应付方式的关系研究.卫生预防,11,70 -71.
王振宏.(1999).初中学生学业自我效能与学业成就关系研究.心理发展与教育,14(1),39-43.
王彤.(2011).农村高三学生一般自我效能感与应对方式的关系研究.中国健康心理学杂志,3,327-329.
王登峰,黄希庭.(2007).自我和谐与社会和谐——构建和谐社会的心理学解读.西南大学学报,33(1),1-7.
吴明隆.(2000) SPSS统计应用实务,中国铁道出版社。
吴增强.(2001).自我效能：一种积极的自我信念,心理科学,24(4),483-499.
吴国来.(2000).自我效能感理论及其在教育理论的延伸.河北大学成人教育学院学按,2(3).
吴国来,王国启.(2002).自我效能感与教学效能感综述.河北大学成人教育学院学报.
吴国来.(2000).中学教师教学效能感影响因素的研究,河北大学硕士论文.
肖计划.应付与应付方式.(1992).中国心理卫生杂志,6(4)：181-183.
薛本洁,张静.(2001).自我和谐的相关研究进展.全科护理,8(6),1472-1473.
姚凯著.(2008).自我效能感研究综述：组织行为学发展的新趋势.管理学报,(3),463.
杨心德,徐钟庚,陈朝阳.(1993).初中生的自我有效感及其对学习目标的影响.心理发展与教育,(3).
杨梅.(2010).中学教师职业倦怠.西北师范大学硕士论文,(06)
袁贵勇.(2008).大学生情绪智力、应对方式对心理健康的影响.中国健康心理学杂志.(08)
赵飞飞.(2011).大学生自尊、社交焦虑和自我和谐的关系研究.河北师范大学硕士论文.
赵婷婷,黄希庭,程科,徐海燕,江伟.(2008).自我效能影响身心健康的研究回顾.西南大学学报,(2),17-21.
张咏梅.(2007).数学自我效能研究.数学教育学报,16(2).
张学民,林崇德,申继亮,郭德俊.(2007).动机定向、成就归因、自我效能感与学业成就之间的关系综述.教育科学研究,(3),48-51.
赵飞飞,石国兴,张石磊.(2010).高中生自我和谐状况与一般自我效能感的关系研究. 中国健康心理学杂志,18(1),86-93.
张巧明,郑晓燕,王惠萍.(2006).中学生应付方式的调查研究.中国健康心理学杂志,14(3),286-287
周国韬、戚立夫.(1998).人类行为的控制与调节—班杜拉的自我效能感理论述评.东北师范大学学报(教育科学版),(4),43.
周勇、董奇.(1994).学习动机、归因、自我效能感与学生自我监控学习行为的关系研究.心理发展与教育,(3)
张春兴.(1998).教育心理学.中国浙江教育出版社.
张玉凤,杨思亮.(2010).中学生归因方式、应付方式与学业成就的关系研究.太原大学教育学院学报,S1期,150-152.
张鼎昆,方俐洛,凌文辁.(1999).自我效能感的理论及研究现状.心理学动态,7(1),39-43.
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高宝山,杨春林.(2003).中学生应付方式与心理健康水平.教育科学研究,03.
黄希庭,余华,郑涌.(2000).中学生应对方式的初步研究.心理科学,23(1),1-5.
龚田波.(2007).城市边缘群体青少年自尊、应对方式与主观幸福感的影响研究.广州大学硕士论文.
贾福军,杨德森,王学义.(2000).唐山地震孤儿21年后的心理健康状况.中国健康心理学杂志,8(3),337-340.
蒋灿.(2007).自我意识量表的初步修订及相关研穷.西南大学硕士论文.(04).
梁军林,刘珍妮,全东明.(1999).518名高中生的应对方式与个性调查.中国临床心理学杂志.13(2).
李娟,王玉廷.(2008).自我效能感理论及其在教育中约作用.辽宁教育行政学院学报,1(1).
林玉庆.自我效能感理论及其综述http://wenku.baidu.com/view/5b72672eed630b1c59eeb598.ht
李育辉,张建新.(2004). 中学生的自我效能感、应对方式及二者的关系.中国心理卫生杂志,18(10),711-713.
李琨.(2007).学业不良初中生社会支持、自尊与应对方式的关系及心理干预研究.广州大学硕士论文.
欧勇.(2008).高职院校人际关系现状及其与自我和谐性的关系研究.湖南师范大学硕士论文,(05).
王才康,胡中锋,刘勇.(2001).一般自我效能感量表的信度和效度研究.应用心理学,7(1),37-40.
王登峰.(1994).自我和谐量表的编制.中国临床心理学杂志,(1),19
王登峰,崔红.(2006).人格维度与行为抑制的相关研究.心理科学,29(1),7-8.
王登峰,黄希庭.(2007).自我和谐与社会和谐.西南大学学报,33(4)19-25.
王艳喜,雷万胜.(2006).自我效能感研究综述.当代经理人,(14).
王才康.(2002).中学生一般自我效能感与应付方式的关系研究.卫生预防,11,70 -71.
王振宏.(1999).初中学生学业自我效能与学业成就关系研究.心理发展与教育,14(1),39-43.
王彤.(2011).农村高三学生一般自我效能感与应对方式的关系研究.中国健康心理学杂志,3,327-329.
王登峰,黄希庭.(2007).自我和谐与社会和谐——构建和谐社会的心理学解读.西南大学学报,33(1),1-7.
吴明隆.(2000) SPSS统计应用实务,中国铁道出版社。
吴增强.(2001).自我效能：一种积极的自我信念,心理科学,24(4),483-499.
吴国来.(2000).自我效能感理论及其在教育理论的延伸.河北大学成人教育学院学按,2(3).
吴国来,王国启.(2002).自我效能感与教学效能感综述.河北大学成人教育学院学报.
吴国来.(2000).中学教师教学效能感影响因素的研究,河北大学硕士论文.
肖计划.应付与应付方式.(1992).中国心理卫生杂志,6(4)：181-183.
薛本洁,张静.(2001).自我和谐的相关研究进展.全科护理,8(6),1472-1473.
姚凯著.(2008).自我效能感研究综述：组织行为学发展的新趋势.管理学报,(3),463.
杨心德,徐钟庚,陈朝阳.(1993).初中生的自我有效感及其对学习目标的影响.心理发展与教育,(3).
杨梅.(2010).中学教师职业倦怠.西北师范大学硕士论文,(06)
袁贵勇.(2008).大学生情绪智力、应对方式对心理健康的影响.中国健康心理学杂志.(08)
赵飞飞.(2011).大学生自尊、社交焦虑和自我和谐的关系研究.河北师范大学硕士论文.
赵婷婷,黄希庭,程科,徐海燕,江伟.(2008).自我效能影响身心健康的研究回顾.西南大学学报,(2),17-21.
张咏梅.(2007).数学自我效能研究.数学教育学报,16(2).
张学民,林崇德,申继亮,郭德俊.(2007).动机定向、成就归因、自我效能感与学业成就之间的关系综述.教育科学研究,(3),48-51.
赵飞飞,石国兴,张石磊.(2010).高中生自我和谐状况与一般自我效能感的关系研究. 中国健康心理学杂志,18(1),86-93.
张巧明,郑晓燕,王惠萍.(2006).中学生应付方式的调查研究.中国健康心理学杂志,14(3),286-287
周国韬、戚立夫.(1998).人类行为的控制与调节—班杜拉的自我效能感理论述评.东北师范大学学报(教育科学版),(4),43.
周勇、董奇.(1994).学习动机、归因、自我效能感与学生自我监控学习行为的关系研究.心理发展与教育,(3)
张春兴.(1998).教育心理学.中国浙江教育出版社.
张玉凤,杨思亮.(2010).中学生归因方式、应付方式与学业成就的关系研究.太原大学教育学院学报,S1期,150-152.
张鼎昆,方俐洛,凌文辁.(1999).自我效能感的理论及研究现状.心理学动态,7(1),39-43.
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