师范类大学生自尊、社会支持对其应付方式的影响研究

目的:探讨师范类大学生的自尊水平、社会支持状况对其应付方式的影响。方法:使用自尊量表(SES)、社会支持评定量表(SSRS)和应付方式问卷对428名师范类大学生进行问卷调查。结果:1.师范类大学生在应付方式各维度上的均分由高到低依次为:解决问题、求助、退避、幻想、合理化、自责应付因子。2.自尊与每种应付方式都有显著相关,而社会支持只与解决问题、自责、求助应付方式有显著相关。3.自尊与社会支持对解决问题、求助应付方式有正向预测作用,自尊对自责、退避、幻想和合理化应付方式有负向预测作用。     

贫困大学生自尊与社会支持、应付方式的比较研究

探讨贫困大学生自尊状况与社会支持、应付方式的关系。方法：采用自尊量表、社会支持量表、应付方式问卷对153名贫困大学生进行测评。结果：贫困大学生自尊水平、社会支持和应对方式中的一些因子与非贫困大学生有显著差异，且贫困大学生自尊的构建与社会支持及应对方式的选择应用存在显著相关。结论：良好的社会支持、积极的成熟的应对方式对贫困大学生自尊水平的提高有重要意义。     

大学生应付方式与自尊、自我效能感的关系

为了探讨大学生应付方式与自尊、自我效能感的关系,我们对250名大学生以班级为单位集体测试问卷。通过问卷分析我们发现：自尊、自我效能感倾向与积极应付方式呈正相关,与消极应付方式呈负相关;当代大学生倾向于采用积极应付方式;应付方式中性别差异仅存在于求助因子中,年级差异仅存在于退避因子中;解决问题因子对自我效能感有较显著的预测作用,解决问题和自责因子对自尊有较显著的预测作用。最后的结论是,使用适当的应付方式有助于提高大学生自尊和自我效能感。     

高职大学生自尊、社会支持和主观幸福感的实证研究

文章采用回归分析建立中介模型方式探讨高职学生自尊、社会支持和主观幸福感的关系.结果显示:自尊、社会支持和主观幸福感之间相关显著;社会支持对自尊、主观幸福感及其六个维度回归效应显著;自尊在社会支持基础上,对主观幸福感及其五个维度回归明显,且起到了中介作用,同时,自尊在社会支持基础上对情感控制起完全中介作用.为此,应加强高职大学生心理健康教育,关注自尊、社会支持等因素的影响,提高高职学生幸福指数.     

地方高校大学生焦虑与自尊、应付方式关系的研究

目的：研究大学生的焦虑水平与自尊、应付方式间的关系。方法：用状态-特质焦虑问卷、自尊量表和应付方式问卷测查340名大学生,用SPSS 17.0进行统计分析。结果：（1）不同性别、不同年级、是否独生子女、不同生源地大学生的状态焦虑、特质焦虑没有显著差异。不同专业类型大学生的状态焦虑和特质焦虑差异显著,理工类学生高于文科类。（2）大学生的状态焦虑、特质焦虑和自尊水平负相关显著。（3）大学生焦虑状况与自责、幻想、逃避和合理化4个应付因子正相关显著,与问题解决、求助2个应付因子负相关显著。（4）解决问题对状态焦虑具有负向的预测作用,自尊、自责对状态焦虑有正向的预测作用。自尊和自责对特质焦虑有正向预测作用,解决问题对特质焦虑有负向预测作用,焦虑水平高的大学生倾向于使用消极性应付方式。结论：大学生的焦虑水平与自尊、应付方式相关显著。     

职校学生自尊、自我效能感与应付方式的研究

职校生的自尊、自我效能感与应付方式之间有显著相关性。职校生总体上趋于选择问题解决、求助等积极的应对方式;在自尊和应付方式上存在性别差异,男生比女生更倾向于选择幻想、退避等消极应付方式;文、理科学生在自我效能感上有显著差异,文科学生的得分显著高于理科学生。     

幼儿教师工作压力与应付方式、社会支持的关系

本研究采用应付方式量表、社会支持量表和自编的幼儿教师工作压力问卷对302名幼儿教师进行了工作压力状况及其与应付方式、社会支持关系的调查研究。结果发现有76．2％的教师感觉自己承受着工作压力,其中有重度或极重压力的有75人,占调查人数的24．9％。相关分析和回归分析结果显示,幼儿教师的工作压力与其应付方式、社会支持呈显著相关,合理化、幻想、客观支持、对支持的利用度这四个因子对工作压力具有明显的预测作用。良好的应付方式和社会支持有助于缓解幼儿教师工作压力。     

高师生自尊与应付方式的相关研究

文章研究了高师生自尊与应付方式之间的关系，结果表明：不论是男生还是女生，自尊水平与解决问题这一应付方式都呈现出正相关；自尊水平与自责、幻想都呈现出负相关；自尊水平与求助、合理化这两种应付方式都无相关；男生的自尊水平与退避之间存在着显著负相关，而女生在这两者之间却无相关。     

教师的应付方式与社会支持

在应激与健康之间,应付方式、社会支持是两个主要变量。本研究以教师为被试,探讨教师应付方式的特点,以及应付方式与社会支持的关系。结果表明,（1）教师的应付方式分为防御性应付方式和工具性应付方式;（2）教师的应付方式以工具性应付方式为主,防御性应付方式表现出较大差异性;（3）社会支持利用度对工具性应付方式影响大。     

大学生自尊、社会支持与孤独感的关系

为了研究大学生自尊、社会支持与孤独感的现状、特点及其关系,采用UCLA孤独量表、社会支持评定量表和Rosenberg自尊量表对商洛学院、西安文理学院、咸阳师范学院共300名大学生进行问卷调查。结果发现,大学生在自尊和社会支持方面呈正态分布,虽然有孤独感体验,但程度并不严重;在孤独感、自尊和社会支持三个维度上的得分存在性别、生源、学科性质、年级、是否是独生子女等变量上的差异,但差异的表现是复杂多样的;社会支持各维度与孤独感,自尊与孤独感均存在显著的负相关;各个社会支持维度和社会支持之间均存在显著正相关：自尊与社会支持各维度存在显著正相关。研究结果表明大学生的社会支持和自尊水平越高。被试的孤独感就越低。     

Middle childhood,poverty, and adjustment: Does social support have an impact?

The present study evaluated 64 children and their primary caregivers who were living in poverty. The children were administered a stress measure, a social support measure, and a measure of self‐esteem. Caregivers completed a stress measure, a measure of child adjustment, and a demographic questionnaire. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self‐esteem. According to the mediating model, enhancing children's social support may positively influence their self‐esteem. Greater levels of self‐esteem can affect many aspects of children's lives, such as improving school performance and efforts toward achieving goals. Because of the important role that social support can play on children's self‐esteem, social support should be actively promoted through school and community groups and organizations, especially with children from disadvantaged economic situations. © 2001 John Wiley & Sons, Inc.     

Is Self‐Esteem a Cause or Consequence of Social Support? A 4‐Year Longitudinal Study

Considerable research has been devoted to examining the relations between self‐esteem and social support. However, the exact nature and direction of these relations are not well understood. Measures of self‐esteem, and social support quantity and quality were administered to 961 adolescents across five yearly time points (M_age = 13.41 years). Structural equation modeling (SEM) was utilized to test between a self‐esteem antecedent model (self‐esteem precedes changes in social support), self‐esteem consequence model (social support precedes change in self‐esteem), and a reciprocal influence model. Self‐esteem reliably predicted increasing levels of social support quality and network size across time. In contrast, the consequence model was not supported. The implications of this for helping adolescents to develop higher quality social support structures are discussed.     

新生代农民工社交焦虑、自我效能感与应对方式的关系

目的：探讨新生代农民工社交焦虑、自我效能感与应对方式的关系。方法：采取分层整群抽样的方法,应用社交焦虑量表、一般自我效能感量表和应对方式问卷对442名新生代农民工进行问卷调查。结果：（1）新生代农民工社交焦虑存在显著年龄差异,性别差异不显著。（2）新生代农民工自我效能感存在显著的性别差异,年龄差异不显著。（3）新生代农民工社交焦虑与自我效能感呈显著负相关。（4）合理化、解决问题与社交焦虑呈显著负相关,社交焦虑与自责呈显著正相关。结论：新生代农民工自我效能感与社交焦虑呈显著负相关;社交焦虑与自责呈显著正相关,社交焦虑与合理化、解决问题呈显著负相关。     

Perceptions of declining classmate and teacher support following the transition to high school: Potential correlates of increasing student mental health difficulties

Emotional support from classmates and teachers is a powerful protective factor in averting or reducing student mental health problems. Yet, longitudinal evidence indicates that there is decreased support from these groups as students advance to higher grade levels, a change that may be linked to diminishing mental health. This study followed 2,616 students from 23 high schools to test the hypothesis that perceptions of declining classmate and teacher support are associated with declining mental health. Growth curve analysis revealed significant decreases in support and self‐esteem and increases in symptoms of depression and social anxiety. Boys demonstrated steeper declines than girls in classmate support and self‐esteem and sharper increases in depression. As hypothesized, declining classmate and teacher support was associated with worsening self‐esteem and depression. Only declines in classmate support were associated with increases in social anxiety. Results were similar across gender categories. Implications for school‐based practices targeting social support are discussed. © 2011 Wiley Periodicals, Inc.     

中学生的人格五因素、感知的社会支持与自尊的关系

以北京和西安1432名初一、初二、高一、高二的中学生为对象,采用小五人格学生问卷、社会关系网络问卷、Rosenberg整体自尊量表,综合探讨中学生的人格五因素、感知的社会支持与自尊的关系。结果发现:(1)人格五因素中的情绪性、开放性,感知的社会支持中的社会性支持、冲突惩罚、满意度对中学生的自尊具有显著预测作用;(2)在人格与社会支持对中学生自尊的联合作用中,人格的作用更为显著,因而是主要的;(3)中学生的人格特征会直接影响自尊,也会影响感知的社会支持,从而间接影响自尊;(4)对男生和女生的自尊产生影响的人格特点和感知的社会支持特点不同。本研究对于促进中学生自尊和心理健康水平的教育实践具有理论指导意义。     

The Developmental Roots of Disaffection?

Recent studies have shown that self‐esteem may play an important role in the onset of disaffection among secondary age pupils. It has been suggested that low‐achieving pupils deal with the threat posed to their self‐esteem by poor academic achievement by re‐organising their domain‐specific evaluations so that investment is increased in potentially more rewarding areas (in being part of a scholastic counter‐culture). In this vein, an exploratory study was conducted in which self‐esteem, mood/affect, and perceptions of social support were examined in 62 high and low achieving Year 7 (mean age: 11.8) pupils. We found differences between high‐ and low‐achieving pupils in a variety of constructs, including academic self‐esteem, mood/affect, and global self‐worth. Further, within‐group correlations revealed distinct differences between high and low achieving pupils, in the relationships between self‐esteem, mood/affect, and social support. The findings are discussed in relation to suggested psychosocial mechanisms in the onset of disaffection. In particular, differences between the findings of this and other studies involving older participants are examined, and Year 7 is tentatively suggested as a critical period of self‐esteem re‐organisation for low achievers.     

The Role of Generational Status,Self‐Esteem,Academic Self‐Efficacy,and Perceived Social Support in College Students' Psychological Well‐Being

This study examined the influences of generational status, self‐esteem, academic self‐efficacy, and perceived social support on 367 undergraduate college students' well‐being. Findings showed that 1st‐generation students reported significantly more somatic symptoms and lower levels of academic self‐efficacy than did non‐1st‐generation students. In addition, students' generational status was found to moderate predictive effects of perceived family support on stress. Implications for professional practices, limitations, and directions for future research are discussed.     

Children's Ideals as a Philosophical Topic

Several decades ago psychoanalyst Heinz Kohut pointed out that ideals should be seen as a core dimension of the infantile personality — a dimension that is crucial for the self's formation and the flourishing of the self. In this essay, Krassimir Stojanov begins by reconstructing Kohut's conception of children's ideals, and then, drawing on Axel Honneth's philosophical conception of intersubjective recognition, he explicates the social and pedagogical prerequisites for the formation of ideals and their transformation into values. According to Honneth's conception, the emergence and development of a coherent, autonomous self depend on various forms of intersubjective recognition, specifically empathy, cognitive respect, and social esteem. One of Stojanov's central claims here is that the educational practice of philosophizing with children is probably best equipped to provide children and adolescents with those experiences of intersubjective recognition that enable the articulation of infantile ideals and the transformation of those ideals into values. This practice is essential to development of the self because these articulations and transformations are basic preconditions for living a free and autonomous human life. Moreover, this practice is also important to the “rechilding” of philosophy — that is, the process of revitalizing philosophy through getting in touch with children's ideals. Thus, Stojanov concludes, these ideals deserve social esteem precisely because of their childish character.     

RESEARCH SECTION: The self‐esteem of pupils in schools for pupils with social,emotional and behavioural difficulties: myth and reality

The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers.     

大学生抑郁与自我价值保护策略的关系：自尊的中介作用

目的：探讨大学生抑郁、自尊和自我价值保护策略的关系。方法：采用问卷调查、量表和内隐联想测验对200名大学生进行试测。结果：①学生的抑郁与外显自尊显著负相关（t=-0.066,P〈0.01）,与自我价值保护策略显著正相关（t=0.419,P〈0.01）;②抑郁对自我设限和防御性悲观具有正向预测作用（t=2.988,P〈0.01;t=5.856,P〈0.01）,外显自尊对自我设限具有正向预测作用（t=2.875,P〈0.01）,对防御性悲观有负向预测作用（t=-4.846,P〈0.01）,内隐自尊对自我设限具有负向预测作用（t=-2.466,P〈0.01）。结论：自尊在抑郁和自我价值保护策略中起中介作用。