视障儿童与正常儿童自我概念和个性的比较研究

【作者】 宋鸿雁；

【导师】 郭祖仪； 方俊明；

【作者基本信息】 陕西师范大学 ， 基础心理学， 2000， 硕士

【摘要】 我国有盲人800多万，视障人群也是残疾人中更为困难的一个群体，他们是国家建设中一支不可忽视的力量。如何有效地开发他们的潜能，帮助他们塑造健康人格，激励他们以积极的态度投入杜会生活，是我们不可推卸的责任。自我概念是个体非常重要的心理建构，它作为人格的核心，不仅影响个体的认知和行为风格，还会影响到个体的身心健康。因此，对视障儿童自我概念的研究是一项意义重大的工作。它不仅可以丰富心理学理论，从理论上为视障儿童的教育提供心理学依据，还可以从实践上推动视障儿童的教育。 在视障儿童自我概念的研究方面，西方作了大量工作。研究结果发现：盲生更多地考虑他们的未来；更需要与他人达成和谐的关系；更难以控制脾气；他们觉得人们从总体上对他们期望不高；盲生评价自己或事物比较极端，不是过高的正面评价，就是过高的否定评价。盲生对于身份、物质自我、道德自我等方面都倾向于极端否定。对视障儿童个性方面的研究发现，盲生较明眼学生焦虑程度更高，情绪更不稳定，更固执，掩饰性弱，但对于是否较正常儿童更内向则结论不一致。 这些研究多数忽视了弱视儿童这一群体，没有充分注意到在视障儿童群体中弱视儿童与盲童的差异。另外，由于自我概念与人格的密切关系，本研究试图将视障儿童在这两方面的特征同时呈现出来。并与正常儿童加以比较，更清晰全面地呈现盲生和弱视生的心理特征。 本研究采用了应用广泛的二十句陈述自我概念测验技术（TST)、艾森克人格问卷（EPQ）及深入访谈法，选定自强中专的明眼、弱视和盲生共93人作为调查对象，进行了定量与定性相结合的分析研究。旨在探讨视障儿童与正常儿童在自我概念及个性方面的共性与差异，为视障儿童教育及正常儿童青少年期教育提供参考，以利于培养具有完整自我概念和健康人格的建设人才。 本研究采用较为普遍的分类法，将TST测验结果分为四个维度：物质自我、精神自我、社会自我和其它，分别代表个体对自我的认识、体验和评价的四个方面。用EPQ测量调查对象在精神质、性向、掩饰性和情绪稳定性方面的表现。研究结果如下： 1．在自我概念的结构特征方面，明眼学生、弱视生和盲生是一致的。他们对自我概念的认识主要集中于精神自我与社会自我两个维度，对物质自我及其它则很少关注。他们的自我概念都有理想化和矛盾性的特征。这是他们在自我概念方面的共性。 2．在物质自我方面，弱视生与明眼学生和盲生存在显著差异；在精神自我方面，盲生与弱视生、盲生与明眼学生之间存在显著差异；在社会自我方面，明眼学生与弱视生间存在显著差异；性别方面的比较发现，女生较男生对社会自我方面的认识更丰富，差异显著。 3．在人格问卷中，明眼学生与弱视生在性向方面有显著差异：在精神质、掩饰性和情绪稳定性方面，明眼学生、弱视生和盲生没有统计学意义上的差异。但访谈中发现，视障学生普遍有压力感，尤其是盲生。很多视障学生情绪比较低落。 4．在发展方面，明眼学生、弱视生和盲生在自我概念和个性方面的差异均随年级的升高而减小，共性逐渐大于个性。 5．对于这三类学生内部差异的检查发现，视障学生在自我概念和个性方面的内部差异明显大于明眼学生内部的差异。 6．父母教育程度对视障儿童的自我概念及个性无显著影响Z致残年龄对盲童精神自我和社会自我造成显著差异。 根据研究结果，提出如下建议： 1．对视障学生应寄予高的期望，鼓励他们自强不息，给予他们坚强的支持。关注弱视生，对视障学生应该因材施教。 2．切实关心视障学生的心理适应情况。 3．对视障学生进行适当的干预，如动机训练和归因训练。使他们能养成有利的归因风格，对于成败要从自身的能力出发去分析，树立信心。使他们在学业成绩或能力提高的基础上，对自己不断提出更高的目标，不断取得更高的成就，积极影响周围人对自己的期望。更多还原

【Abstract】 Comparative Study on Visually Impaired Children and Normal Children’sSelf-concept and PersonalitySelf-concept was the key construction of personality,it influenced both anindivudual’s cognition and behavior style and his mental health.Theobjective of this study was to Undrstand the similarity and differencebetween normal children and visually impaired children’s self-concept andpersonality characteristics, and supply exceptional education withphychological advice. TST skill and EPQ and interview method were usedto investigate 45 normal children,28 low vision children and 20 totallyblind children in ZiQiang polytechnic school. After comparing visuallyimpaired children with normal children,the conclusion displayed that:1.All children had same strcture of self concept, they paid more anentionto spintual self and social self rather than physical and other aspect ofself They all showed idealization and contradiction in self description.2.Low vision children paid significantly more attention to physicalself than normal and blind children did, Blind children are more sensitiveabout their inner world than low vision children and normal children,lowvision children and normal children had significant difference in socialself;Female students were more aware of their social self than their malepeer.3.Low vision Children had higher E score than normal children.Allchildren had no statistically difference in P score,L score and N score. Butvisually impaired children(the blind children, specially), tended to feel morepressure of employment and anxiety caused by it. Visually children were inlow spirit more often than normal children.4.Vsually impaired children and normal children displayed samedevelopmental trend:as they grew older,the difference in their seIf-conceptand personality became smaller.5.There were more significant difference in self-concept and personalitywithin visually impaired children than within normal children.6.Parents’ education level had no significant impact on allchildren’self──concept and personality;Different onset of blindness madethe blind children have different means in their spirituaI self and social selfAccording to the conclusions, we made three pieces of suggestionhere:l.Educators should have higher expectation for visually impairedchildren,give them strong support.Give special attention to low visionchildren,and employ diffenent strategies to teach visually impairedchildren.2.Educators should give more attention to visually impaired children’s social adjustment and their mental health.3.Give visually impaired children some educationalinterference,such as motive training and attribution style training.更多还原