【作者】 张英；

【导师】 刘志军；

【作者基本信息】 湖南科技大学 ， 课程与教学论， 2009， 硕士

【摘要】 学校适应是学生顺利完成学校任务并良好度过学校生活的程度,可以用情感、学业和行为三方面的指标来衡量,本研究主要选择情绪和行为进行研究。情绪调节策略是个体在情绪发生过程中所选择的调节方式。在情绪发生的不同阶段,个体会采取不同的情绪调节策略,而重新评价和表达抑制是两种普遍的具体策略。情绪调节在高中生学校适应过程中具有重要的作用,面临人生转折的高中生,在应对自身的身心发展和特有的学业竞争压力下,由于情绪调节不当,出现了诸如学校适应问题。因而从情绪调节入手,探讨其学校适应,有助于现实问题的解决,有助于学生的健康成长,因此本研究具有重要的理论和实践意义。本研究以学校适应行为量表、情绪调节量表、青少年生活事件量表、艾森克人格问卷和状态-特质焦虑量表为工具,以长沙和湘潭地区8所中学的1340名高中生为被试,主要探讨以下四个方面的问题：(1)高中生学校适应的现状和情绪调节的特点；(2)影响高中生学校适应的因素;(3)情绪调节策略在高中生学生适应过程中的作用(4)根据相关研究成果以及本研究的结论探讨提高高中生学校适应能力的教育策略。研究结果显示：(1)总体上高中生学校适应行为发展较好；高中生学校适应行为存在显著的年级、性别主效应；学校焦虑情绪的年级、性别主效应不显著;高中生学校适应在学校类型上差异显著；表达抑制情绪调节策略的性别主效应显著；(2)高中生的外倾、神经质、人际压力、学习压力、重新评价、焦虑、社会能力、反社会行为间相关显著；(3)高中生的人格、生活事件对其学校适应具有直接的影响；(4)人格、生活事件通过重新评价策略的中介作用间接影响高中生的学校适应。这些说明,人格、生活事件和情绪调节策略是影响学生学校适应的重要因素,更为重要的是,人格、生活事件可以通过情绪调节策略作为中介变量间接影响学校适应。同时高中生主要由于学业压力的影响,学校适应行为的发展呈下降趋势。基于此,我们认为可以通过健全学生的人格,有效的管理学生的负性生活事件和指导学生有效的使用情绪调节策略等来提高学生的社会适应能力,促进学生的心理健康。更多还原

【Abstract】 School adaptation indicates that one has reached a degree where he/she can successfully accomplish his/her study assignment and enjoy his/her school life. It can be measured with emotions, academic grades and behavior. The research centers on emotions and behavior. Strategy of emotional adjustment is an approach one individual chooses in the process of his/her emotional development. Different adjustment strategies are adopted at different stages of the development, among which re-evaluation and expression control are the two common and specific ones. Emotional adjustment plays a significant role in one’s senior school adaptation. Faced up with the pressure of one’s physical and mental development as well as particular competition in study, a senior student may meet problems such as failure in school adaptation as a result of false emotional adjustment at the turning point of his/her life. Therefore from the perspective of emotion regulation, the exploration of school adjustment may help to solve some practical problems and contribute to the healthy growth of students.In this study 1340 senior students from 8 middle schools in Changsha and Xiangtan were invited to complete the School Social Behavior Scales, emotion regulation scale, Eysenck Personality Questionnaire, State-Trait Anxiety Scale and Adolescent Self-Rating Life Event Check List. The purposes of the research:1) Investigating the present situation of senior middle school students’adjustment; 2) Probing the factors affecting school adjustment; 3) Analyzing the effect of emotion regulation strategies in the process of students’adjustment.4) Inquiring the educational tactics of students’school adaptability according to related research achievements and research results.the research found:1) In general, the senior middle school’behavior of adjustment developed soundly and existed the principal effect in grade and sex, which changed unclearly in school emotion, but clearly in school pattern.2)senior students’ extroversion, nervousness, social pressure, study stress, reappraisal, anxiety, social activities, anti-social behaviors are related evidently.3) their personality and life events have a direct influence on school adjustment.4) Personality and life events affect senior middle school students’adjustment indirectly by medium effect of reappraisal strategies.It is evident that personality and life events are the main factors affecting students’adjustment. More importantly, as two intermediary variables, both can influence school adjustment through the emotion regulation strategies. Meantime, due to the influence of study stress, the tendency of senior middle school students’school adjustment is gradually declined. According to related research achievements and the research results, we believe that we can help students’psychological health by means of perfecting their mind and body, keeping control of their negative life events efficiently, guiding them make full use of emotion regulation strategies to improve students’social adaptability.更多还原