大学生自我意识与主观幸福感的实证研究

文章从自我认知、自我体验和自我监控三方面对大学生的自我意识与主观幸福感展开实证研究,对所得数据运用SPSS13．0和LISREL8．80软件包进行统计分析,得出以下结论：（1）大学生的SWB、自我概念、自尊处于中等偏上水平,自我监控低于中等水平。（2）自我概念、自尊与SWB之间存在显著的相关,自我概念、自尊高者SWB较高,自我监控与SWB之间不存在显著相关。（3）自我概念、自尊对SWB有显著的预测作用,其解释作用达到了13．2％和26．8％;自我监控通过自我概念对SWB发挥预测作用。（4）自我意识对SWB预测的整合模型是：自我概念、自尊可独立直接预测SWB,自我监控不能独立预测SWB,但在自我概念对主体SWB的预测中发挥中介作用。     

我国中小学教师工作倦怠的成因、负面影响与对策

中小学教师工作倦怠已经成为一个日益突出和亟待解决的问题。最近的研究证据显示,工作倦怠与自我概念或自尊、教学效能感、控制点以及应对工作压力的策略等人格变量有关。其中,自我概念或自尊代表教师对自己的积极或消极评价,自我概念水平越高,工作倦怠程度越低。     

父母教养方式与青少年学业自我效能的关系:自尊和学业自我概念的中介作用

研究者采取问卷法,通过对北京市某高中396名学生的调查,探究了父母教养方式和青少年学业自我效能之间的关系。结果发现,在直接效应模型中,父母情感温暖和拒绝否认不仅可以直接正向或负向预测青少年的学业自我效能,还能通过青少年的自尊和学业自我概念对青少年的学业自我效能产生间接影响。父母过度保护则可通过青少年的自尊和学业自我概念对青少年的学业自我效能产生间接影响。自尊与学业自我概念在父母教养方式和青少年学业自我效能之间起到了链式中介的作用。     

女大学生身体意象与自尊的相关研究

采用测量法,共考察了滁州学院423名女大学生的身体意象与自尊关系．结果表明：（1）女大学生身体意象总体情况不容乐观,绝大部分女大学生对于她们的身体意象不满意;（2）女大学生身体意象状况与自尊显著正相关,说明女大学生身体自我概念是整体自我概念中的一个重要的组成部分,一个人如果有高的身体意象,那么就会产生较高的自尊．     

少数民族大学生的宗教认同与心理健康的关系

本文选取666名藏族、回族等少数民族大学生,采用问卷法,运用回归分析、结构方程建模等统计方法,分析了少数民族大学生的宗教认同与自尊、抑郁—幸福感的关系。结果表明:少数民族大学生的宗教认同和自尊、抑郁—幸福感之间呈显著的正相关;宗教认同能显示正向预测自尊水平,并且通过自尊对抑郁—幸福感产生间接影响;宗教认同存在显著的性别、年级和民族差异,自尊存在显著的年级差异。结论:宗教认同是少数民族大学生自我概念中的重要部分,对其心理健康有重要的意义。     

初中生自我概念、师生关系、教师期望与学业成绩的关系

研究采用问卷法考察初中生自我概念、师生关系、教师期望与学业成绩的关系。结果表明:(1)高学绩组学生的自我概念、师生关系和教师期望水平显著优于低学绩组学生;高师生关系组的自我概念显著优于低分组学生;高教师期望组的自我概念显著优于低分组学生;(2)自我概念、师生关系和教师期望均对学业成绩有显著的预测作用;(3)自我概念在师生关系与学业成绩之间中介作用显著;自我概念在教师期望与学业成绩之间中介作用显著。     

初中生数学自我概念对数学成就影响机制的研究

初中生的数学自我概念、数学学习动机和数学成绩之间存在非常显著的正相关.数学自我概念与数学成绩之间的影响具有双向性和动态性,初中生数学自我概念与数学成绩的因果关系主要表现为自我增强模型、交互影响模型及发展观等.数学自我概念和数学学习动机对数学成绩都产生重要的影响,两者对数学成绩都具有预测作用.数学自我概念对数学成绩的影响,一方面是直接的,另一方面是部分通过数学学习动机起作用,中介效应占总效应的比例为43.97%.优生与差生在数学自我概念和数学学习动机上存在显著差异.     

体育舞蹈对大学生身体自我概念影响的实验研究

作者以体育舞蹈练习为自变量,以身体自我概念作为因变量,利用身体自我描述问卷（PSDQ）对试验前后影响大学生身体自我概念各维度的因素进行统计分析,结果表明：大学生身体自我概念各个维度上均发生了相应的变化,特别是在健康、协调、身体活动、运动能力、整体身体、外表、灵活和整体自尊各维度上都有非常显著的差异。     

大学生自尊、安全感与完美主义的相关研究

目的:着重探讨大学生的自尊、安全感与完美主义的关系。方法:采用Rosenberg的自尊量表(SES)、安全感量表(SQ)以及Frost多维度完美主义问卷(CFMPS)对浙江省部分高校的300名大学生进行调查。结果表明大学生的积极完美主义与自尊存在显著的正相关;大学生的安全感与消极完美主义存在显著的负相关;其与积极完美主义存在显著的正相关;安全感对消极完美主义显著的预测作用,能解释的变异量有3%;自尊对积极完美主义有显著的预测作用,能解释的变异量有3.7%。     

依恋风格、自尊和自我概念清晰度之间的关系研究

在依恋两个维度分别选取189名（焦虑型）和94名（回避型）被试,考察依恋风格和自我概念清晰度之间的关系,结果表明：依恋的两个维度焦虑和回避与自我肯定和自我概念呈负相关。研究2引入自尊变量,由一个路径分析模型支持依恋风格和自我概念清晰度之词负相关关系,路径分析模型表明：安全型依恋者有较高的自尊,进而有着比较清晰的自我概念。     

中学生自我概念、主观幸福感与应对方式关系研究

为了探讨中学生自我概念对主观幸福感的影响以及应对方式在其中所起的作用,采用田纳西自我概念量表、简易应对方式量表和主观幸福感问卷,对四川省6所中学的895名学生进行调查,得到867份有效问卷.结果表明：积极自我对主观幸福感有显著的正向影响,消极自我对主观幸福感有显著的负向影响;应对方式在自我概念对主观幸福感的影响中起着部分中介作用.结论：自我概念不仅直接影响主观幸福感,且通过应对方式间接影响主观幸福感.     

Investigating Elementary and Middle School Students’ Subjective Well-Being and Mathematical Performance in Shanghai

Students in Shanghai ranked at the top in mathematics on the past two assessments of the Program for International Student Assessment (PISA). However, even though Asian students in general, and Chinese students in particular, ranked at the top in mathematics, we know little about Shanghai students’ subjective well-being (SWB). This paper reports two studies that investigated the SWB of elementary and middle school students in Shanghai, as well as their mathematics performance. It is found that the mean scores of elementary school students on all scales of SWB are significantly higher than those of middle school students, representing a large drop for students when moving from elementary to middle school. Furthermore, students’ mathematics performance is moderately correlated with their SWB. And for Grade 6, students’ SWB affects their mathematics performance, especially from academic self-concept, attentiveness in the classroom, and relationship with teachers.     

Self-concept, self-esteem and academic achievement: strategies for maintaining self-esteem in students experiencing academic failure

Previous research into the relationship between self-esteem and academic achievement shows that despite differences in academic self-evaluation, students’ global self-representations do not differ as a result of their grades at school. In this study, we will analyse the strategies that underachievers used to maintain their self-esteem at an acceptable level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year at least once in their school careers, whilst 603 had never done so. We collected the data using both a self-concept scale and a scale for evaluating attitudes towards school. Results show that self-esteem is maintained through positive self-representations in non-academic facets of self-concept and/or by devaluing school-related competences. They also show that younger students are less likely to maintain self-esteem by devaluing the school experience.     

Sociometric Predictors of the Self Concept among Fifth and Sixth Grade Children

Abstract

Theories of self-concept usually maintain that the individual’s self-esteem is reflected in peer ratings. The purpose of this 6tudy is to isolate factore of self-esteem and of peer ratings and to determine significant relationships between the derived factors. Over two hundred elementary pupils were selected from two metropolitan areas.

Approximately half were black, disadvantaged pupils; the remainder were white with above average cultural advantages. The Coopersmith Self-Esteem Inventory (SEI) and a semantic differential (SD) were administered to all students. From a factor analysis of responses to the SEI, four factors of self-esteem and a lie scale emerged.

Three SD factors were obtained from a factor analysis of the peer ratings. One significant canonical correlation (.325 p = .01) resulted from the correlation of the three SD factor scores with scores on the five SEI factors. “Activity” dominated the relationship between peer feelings and self-concept dimensions.     

积极心理学视野下大学生主观幸福感的培育

以大学生主观幸福感为研究对象,运用文献研究、理论阐释等方法,梳理当前大学生幸福感的现状,指出家庭状况、社会支持、人格、自尊、自我效能、应对方式、人际关系等不同程度影响大学生的幸福感,主张建立发展性为主,弥补性为辅的心理健康教育目标,形成长效机制,转变心理健康教育模式,塑造健康人格品质,同时创新工作形式,提高心理健康教育的实效性,以此增强对大学生主观幸福感的培育,以期形成系统全面的调查、评估、干预主观幸福感的方法。     

The making of the foundations

This article argues that the teacher is not well served by relying on the construct of self-esteem. Although an important idea in psychological health, self-esteem is not of direct importance to the teacher. More useful constructs would be those of self-concept and self-efficacy; both of which can be related directly to academic achievement.     

The dark side of perceived positive regard: When parents’ well-intended motivation strategies increase students’ test anxiety

Parental academic conditional positive regard (PACPR) is a socializing strategy in which parents provide more affection, esteem, and attention than usual when their child studies hard and achieves in school. It is favored and recommended as a positive parenting strategy, whereas empirical findings increasingly document serious psychological costs of this well-intended strategy. PACPR can be conceptualized as an important antecedent of test anxiety. However, no study has tested this assumption yet, and research on antecedents of test anxiety is generally scarce. Based on assumptions from self-determination and control-value theory, we conducted one study with secondary students (trait test anxiety, N = 653, M = 13 years) and one study with university students (state test anxiety and test performance, N = 166, M = 20 years), to examine distal (i.e., perceived PACPR) and proximal antecedents (i.e., contingent self-esteem as value cognition; ability self-concept as control cognition) of students’ test anxiety. In line with our hypotheses, path analyses revealed a positive relation between perceived PACPR and test anxiety, and that contingent self-esteem mediated this relation. Ability self-concept showed inverse relations with test anxiety, which, in turn, predicted poorer test performance in Study 2. Unexpectedly, we found no interactive effect of contingent self-esteem and ability self-concept. Our results extend prior research on psychological costs of PACPR to the field of achievement emotions, and suggest that the detrimental effects of perceived PACPR on test anxiety can be generalized onto students with high and low ability self-concept, respectively. Possible reasons of our findings, and practical implications, are discussed.