论文部分内容阅读
目的了解湖州市中学生自我表露状况,为中学生人际关系的培养和心理健康教育工作提供参考。方法采用青少年与同伴自我表露问卷对浙江省湖州市538名中学生进行调查。结果自我表露的学校经历、亲密友谊维度评分性别差异有统计学意义;自我表露的兴趣爱好、学习情况、学校经历、观点态度、身体发育维度评分年级差异有统计学意义;自我表露的兴趣爱好、学校经历、观点态度、亲子关系、亲密友谊维度评分生源差异有统计学意义;目标人为最要好的同性朋友性别和生源差异有统计学意义;目标人为最要好的异性朋友年级差异有统计学意义。结论中学生自我表露状况一般,需对不同性别、年级、生源中学生自我表露进行分别引导。
Objective To understand the self-disclosure status of middle school students in Huzhou and to provide reference for the cultivation of middle school students’ interpersonal relationship and mental health education. Methods 538 middle school students in Huzhou City of Zhejiang Province were surveyed by self-disclosure questionnaire of adolescent and peer. Results Self-disclosure of school experience, close friendship dimension score gender differences were statistically significant; self-disclosure of interests and hobbies, learning, school experience, attitude, body development dimension score grade difference was statistically significant; self-disclosure of interests and hobbies, School experience, attitude and attitude, parent-child relationship, close friendship dimension score students with statistically significant differences; the goal of best-of-the-same-sex friends gender and student differences were statistically significant; the goal of the best friends of the opposite sex grade difference was statistically significant. Conclusions Self-disclosure status of middle school students is general, so it is necessary to guide the self-disclosure of middle school students of different sexes, grades and students.