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目的了解中学生交往焦虑的状况,探讨亲子依恋、外显自尊和交往焦虑三者之间关系以及外显自尊在亲子依恋和交往焦虑间的中介和调节效应。方法采用交往焦虑量表、亲子依恋量表和外显自尊量表于2010年11月至2011年3月对蚌埠市龙子湖区和禹会区4所中学2 791名中学生进行调查。结果不同程度师生关系、不同程度同学关系的中学生交往焦虑得分比较差异显著(P<0.01);父母总依恋、父依恋、母依恋与交往焦虑之间均呈负相关(P<0.01);外显自尊与交往焦虑呈负相关(P<0.01);外显自尊在父子依恋、母子依恋对交往焦虑的影响中起部分中介作用,中介作用大小分别为43.35%和49.74%;但外显自尊在亲子依恋对交往焦虑的影响中调节效应不显著。结论引导中学生改善亲子关系,正确把握自尊弹性,可缓解和降低中学生的交往焦虑水平。
Objective To understand the status of middle school students’ anxiety, explore the relationship between parental attachment, explicit self-esteem and social anxiety, as well as the intermediary and regulatory effects of explicit self-esteem on parent-child attachment and social anxiety. Methods From November 2010 to March 2011, 2 791 middle school students in Longzihu District of Bengbu City and 4 secondary schools in Yuhui District were investigated by using the interpersonal anxiety scale, parent-child attachment scale and explicit self-esteem scale. Results There were significant differences in anxiety scores among middle school students (P <0.01). There was a negative correlation between parents’ attachment, parent attachment, mother attachment and interaction anxiety (P <0.01) There was a negative correlation between self-esteem and social anxiety (P <0.01). Explicit self-esteem played a partial mediating role in parent-child attachment and mother-child attachment on the interaction anxiety, with intermediate self-esteem of 43.35% and 49.74% respectively. However, The effect of parent-child attachment on communication anxiety was not significant. Conclusions Guiding middle school students to improve their parent-child relationship and correctly grasp the self-esteem elasticity can alleviate and reduce the anxiety level of middle school students.