工读学校学生自尊及其相关因素研究
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摘要
自尊是个体以自我评价为基础的对自己的价值和作用所作的整体性情感评价和体验。自尊是个体自我系统的核心成份之一，其发展状况不仅与青少年的心理健康有着直接的联系，而且对青少年整个人格和行为的发展也有着重要作用；同时，自尊作为一个起中介作用的人格变量，对青少年的认知、动机、情感和社会行为均有着广泛的影响。
本研究以三个最常用的自尊量表和最近几年发展起来的内隐联想测验(LAT)为主要研究工具，对工读学校学生的外显自尊和内隐自尊的发展特点及其与普通中学生的差异、工读学校学生自尊发展的影响因素、外显自尊与内隐自尊的关系及其对工读学校学生心理健康的影响等问题进行了研究。结果显示：
一、工读学校学生的外显自尊一般比普通中学生低，但初三例外，这与普通中学生在初三自尊的显著降低有关。而工读学校学生的内隐自尊并不比普通中学生低，反而有高于普通中学生的趋势；
二、总体上看，工读学校学生的外显自尊不存在显著的年级或年龄差异，只是从初一到初二显著增高，然后趋于平稳，这可能与其逐步降低自己的抱负水平有关。而普通中学生表现出明显的随年龄增长自尊下降的趋势。在初三自尊显著降低，
三、工读学校学生的父母教养方式及生活事件所带来的应激与其外显自尊的发展存在极其显著的相关。父母的惩罚与严厉、过分干涉、拒绝与否认、过度保护均与工读学校学生的自尊发展有非常显著的负相关。父母的偏爱和情感温暖与理解与工读学校学生的自尊发展有显著的正相关。负性生活事件带来的应激强度越大，自尊水平越低。工读学校学生的负性生活事件应激强度显著高于普通中学生。而负性生活事件应激对工读学校学生内隐自尊没有影响；
四、工读学校学生的外显自尊与其状态焦虑、特质焦虑、抑郁和心理健康的其他指标均存在非常显著的相关。提示自尊发展是影响工读学校学生心理健康的重要因素之一。而工读学校学生的内隐自尊与其心理健康指标不存在明显相关；
五、工读学校学生的内隐自尊和外显自尊是相对独立的两个自我评价系统。工读学校学生和普通中学生的外显自尊与内隐自尊的组合状况不同，前者内隐自尊高于外显自尊，后者外显自尊高于内隐自尊。两类学生内隐自尊和外显自尊的分离状况差异显著；
六、工读学校学生内隐自尊与外显自尊的分离程度与其状态焦虑、特质焦虑和心理健康其他指标存在非常显著的相关。内隐自尊越是高于外显自尊，其表现出来的心理健康问题或行为问题越多。
七、工读学校学生的家长和教师应该采取各种有效的方法促进这类学生自尊的发展，以便使其身心健康成长。
Self-esteem is individuals' global emotional evaluation and experience of the value and function of their own, which is based on self-evaluation. And it is one of the central components of self system. The level of self-esteem not only is directly related to adolescents' mental health but also play an important role in adolescents' development of personality and behavior. At the same time, serving as one of the personality variables, self-esteem has comprehensive effects on adolescents' cognition, motivation, emotion and social behavior.
With three self-esteem scales which are in most common use and the Implicit Association Test (IAT) developed in these recent years serving as the main research tools, this research studied the developmental characteristics of explicit self-esteem and implicit self-esteem of students learning in Gongdu schools, the difference between Gongdu school students' developmental characteristics of self-esteem and those of normal junior high school students, the factors which influenced Gongdu school students' development of self-esteem, the relationship between their explicit self-esteem and implicit self-esteem, and its influence on Gongdu school students' mental health, etc. The results indicated that:
1. Gongdu school students' level of explicit self-esteem was generally lower than that of normal junior high school students in the first and the second year, but the third year was an exception. The reason for that was normal junior high school students' significant descending of explicit self-esteem in the third year. Nevertheless, Gongdu school students' level of implicit self-esteem was not lower even higher than that of normal junior high school students;
2. On the whole, no significant grade or age difference existed in Gongdu school students' development of explicit self-esteem, except that the second year students had significantly higher explicit self-esteem than the first year students, which perhaps was related to their gradual reduction of pretension. With the age increasing, normal junior high school students' explicit self-esteem had a significant descending trend. The third year students' level of explicit self-esteem was significantly lower than that of the first and the second year students;
3. There existed significant correlation between Gongdu school students' explicit self-esteem and the parenting style they perceived. There was significant negative correlation between their explicit self-esteem and their parents' "punishment and firm control", "excessive interference", "rejection and negating " and "excessive protection". There existed significant positive correlation between their explicit self-esteem and their parents' "favoritism" and "emotional warmth and understanding ". There also existed significant negative correlation between Gongdu school students' explicit self-esteem and their stress level caused by negative life events. The higher their stress level was, the lower their self-esteem was. And Gongdu school students' stress level caused by life events was significantly higher than that of normal junior high school students. However, the stress caused by negative life events had no significant impact on their implicit self-esteem.
4. There existed very significant correlation between Gongdu school students' explicit self-esteem and their state anxiety, trait anxiety, depression and other indices of mental health, which implied that the development of self-esteem was one of the important factors that influenced Gongdu school students' mental health. However, Gongdu school students' implicit self-esteem itself was not significantly correlated to their indexes of mental health.
5. Gongdu school students' explicit self-esteem and implicit self-esteem were two relatively dependent self-evaluation systems. Gongdu school students' and normal junior high school students' combining ways of explicit self-esteem and implicit self-esteem were different. For the former, their implicit self-esteem was higher than their explicit self-esteem. For the latter, t
本研究以三个最常用的自尊量表和最近几年发展起来的内隐联想测验(LAT)为主要研究工具，对工读学校学生的外显自尊和内隐自尊的发展特点及其与普通中学生的差异、工读学校学生自尊发展的影响因素、外显自尊与内隐自尊的关系及其对工读学校学生心理健康的影响等问题进行了研究。结果显示：
一、工读学校学生的外显自尊一般比普通中学生低，但初三例外，这与普通中学生在初三自尊的显著降低有关。而工读学校学生的内隐自尊并不比普通中学生低，反而有高于普通中学生的趋势；
二、总体上看，工读学校学生的外显自尊不存在显著的年级或年龄差异，只是从初一到初二显著增高，然后趋于平稳，这可能与其逐步降低自己的抱负水平有关。而普通中学生表现出明显的随年龄增长自尊下降的趋势。在初三自尊显著降低，
三、工读学校学生的父母教养方式及生活事件所带来的应激与其外显自尊的发展存在极其显著的相关。父母的惩罚与严厉、过分干涉、拒绝与否认、过度保护均与工读学校学生的自尊发展有非常显著的负相关。父母的偏爱和情感温暖与理解与工读学校学生的自尊发展有显著的正相关。负性生活事件带来的应激强度越大，自尊水平越低。工读学校学生的负性生活事件应激强度显著高于普通中学生。而负性生活事件应激对工读学校学生内隐自尊没有影响；
四、工读学校学生的外显自尊与其状态焦虑、特质焦虑、抑郁和心理健康的其他指标均存在非常显著的相关。提示自尊发展是影响工读学校学生心理健康的重要因素之一。而工读学校学生的内隐自尊与其心理健康指标不存在明显相关；
五、工读学校学生的内隐自尊和外显自尊是相对独立的两个自我评价系统。工读学校学生和普通中学生的外显自尊与内隐自尊的组合状况不同，前者内隐自尊高于外显自尊，后者外显自尊高于内隐自尊。两类学生内隐自尊和外显自尊的分离状况差异显著；
六、工读学校学生内隐自尊与外显自尊的分离程度与其状态焦虑、特质焦虑和心理健康其他指标存在非常显著的相关。内隐自尊越是高于外显自尊，其表现出来的心理健康问题或行为问题越多。
七、工读学校学生的家长和教师应该采取各种有效的方法促进这类学生自尊的发展，以便使其身心健康成长。
Self-esteem is individuals' global emotional evaluation and experience of the value and function of their own, which is based on self-evaluation. And it is one of the central components of self system. The level of self-esteem not only is directly related to adolescents' mental health but also play an important role in adolescents' development of personality and behavior. At the same time, serving as one of the personality variables, self-esteem has comprehensive effects on adolescents' cognition, motivation, emotion and social behavior.
With three self-esteem scales which are in most common use and the Implicit Association Test (IAT) developed in these recent years serving as the main research tools, this research studied the developmental characteristics of explicit self-esteem and implicit self-esteem of students learning in Gongdu schools, the difference between Gongdu school students' developmental characteristics of self-esteem and those of normal junior high school students, the factors which influenced Gongdu school students' development of self-esteem, the relationship between their explicit self-esteem and implicit self-esteem, and its influence on Gongdu school students' mental health, etc. The results indicated that:
1. Gongdu school students' level of explicit self-esteem was generally lower than that of normal junior high school students in the first and the second year, but the third year was an exception. The reason for that was normal junior high school students' significant descending of explicit self-esteem in the third year. Nevertheless, Gongdu school students' level of implicit self-esteem was not lower even higher than that of normal junior high school students;
2. On the whole, no significant grade or age difference existed in Gongdu school students' development of explicit self-esteem, except that the second year students had significantly higher explicit self-esteem than the first year students, which perhaps was related to their gradual reduction of pretension. With the age increasing, normal junior high school students' explicit self-esteem had a significant descending trend. The third year students' level of explicit self-esteem was significantly lower than that of the first and the second year students;
3. There existed significant correlation between Gongdu school students' explicit self-esteem and the parenting style they perceived. There was significant negative correlation between their explicit self-esteem and their parents' "punishment and firm control", "excessive interference", "rejection and negating " and "excessive protection". There existed significant positive correlation between their explicit self-esteem and their parents' "favoritism" and "emotional warmth and understanding ". There also existed significant negative correlation between Gongdu school students' explicit self-esteem and their stress level caused by negative life events. The higher their stress level was, the lower their self-esteem was. And Gongdu school students' stress level caused by life events was significantly higher than that of normal junior high school students. However, the stress caused by negative life events had no significant impact on their implicit self-esteem.
4. There existed very significant correlation between Gongdu school students' explicit self-esteem and their state anxiety, trait anxiety, depression and other indices of mental health, which implied that the development of self-esteem was one of the important factors that influenced Gongdu school students' mental health. However, Gongdu school students' implicit self-esteem itself was not significantly correlated to their indexes of mental health.
5. Gongdu school students' explicit self-esteem and implicit self-esteem were two relatively dependent self-evaluation systems. Gongdu school students' and normal junior high school students' combining ways of explicit self-esteem and implicit self-esteem were different. For the former, their implicit self-esteem was higher than their explicit self-esteem. For the latter, t
引文
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