【作者】 王晓辰；

【导师】 程利国；

【作者基本信息】 福建师范大学 ， 发展与教育心理学， 2004， 硕士

【摘要】 本研究以小学生为研究对象，采用社会测量法和儿童行为量表(CBCL)，考察小学生心理健康状况，并结合方差、相关等统计分析方法探讨小学生同伴接纳、教师接纳、学习成绩同心理健康的关系，并建立结构方程模型，探讨这四者的关系。结果表明，小学生表现出较多的攻击性行为和多动行为；低年级女生在性问题上与中高年级的女生存在差异；小学男女生在躯体症状、社交技巧应用与掌握、违纪行为和抑郁上存在着差异；同伴接纳、教师接纳、学业成绩和小学生心理健康总分之问存在显著相关；同伴接纳、教师接纳、学习成绩分别同小学男女生的心理健康若干因子存在相关；各变量不同水平间儿童的心理健康存在显著差异；低教师接纳对心理健康有显著的负面影响，教师接纳对同伴接纳有显著的正面影响；学习成绩差对多动有显著的负面影响，学习成绩对教师接纳、同伴接纳都有显著的正面影响：同伴接纳对教师接纳有显著正面影响。更多还原

【Abstract】 Social Relationship Test Methods and CBCL were used to survey pupils’ mental health. Meanwhile the author applied the statistical analysis, such as ANOVA, and set up the structural equation models to explore the relations among pupils’ peer acceptance, teacher acceptance, academic achievement and mental health. The results indicated that some primary school students were more aggressive and active; the girls of grade 2 were significantly different with girls of grade 4 and 5 on the sex issue; boys and girls were greatly different with each other on the issues of depression, somatization and appliances of social techniques; peer acceptance, teacher acceptance and academic achievement had significant correlation with pupils’ mental health; the pupils’ mental health existed significant difference in different levels of variables ; low level of teacher acceptance had a negative effect on mental health and high level of teacher acceptance had a positive effect on peer acceptance; learning difficulty had a negative effect on super-active behaviors and good academic achievement had a positive effect on peer acceptance and teacher acceptance; high level of peer acceptance had a positive effect on teacher acceptance.更多还原