摘要
目的 分析不同学业成就表现的学校恐惧症患者的人格特征和自我意识状态.方法 收集门诊学校恐惧症患者,将其分为学业成就高组38例和学业成就低组19例,应用艾森克人格问卷（儿童版）和儿童自我意识量表进行测评.结果 艾森克人格问卷中精神质分值学业成就高组明显高于学业成就低组[分别为（51.67±9.12）分,（45.48±8.52）分],神经质分值学业成就高组明显高于学业成就低组[分别为（59.38±8.65）分,（46.36±6.93）分],差异有统计学意义（P＜0.05）;学业成就高组的儿童自我意识量表总分[（59.12±8.69）分]、行为[（12.27±3.08）分]、智力与学校情况[（11.89±3.11）分]高于学业成就低组[分别为（45.56±9.62）分,（8.40±2.58）分,（8.15±3.73）分],高学业成就组焦虑分值[（8.03±2.78）分]低于学业成就低组焦虑分值[（10.46±2.54）分],差异有统计学意义（P＜0.05）;不同学业成就组的人格特征与自我意识存在一定程度的相关.结论 不同学业成就的学校恐惧症患者具有不同的人格特征和自我意识状态,需要个性化的治疗方案.
Objective To exam the personality traits and self-concept of school phobia patients with different academic achievements.Methods 38 school phobia patients with high academic achievement and 19 school phobia patients with low academic achievement were assessed with Eysenck＇s personality questionnaire and Piers-Harris Children＇s Self-concept Scale.Results High academic achievement group of psychoticism and neuroticism higher than that of low academic achievement group.High academic achievement group of Self-concept＆#39;s total scores,behavior,intelligence and the school situation higher than that of low academic achievement group.High academic achievement group of anxiety scale score lower than that of low academic achievement group.The personality traits of school phobia correlated with the self-concept on some level.Conclusion Different academic achievements of school phobia patients have different personality traits and have different self-concept,so they need to individualized treatment options.
出处
《中华行为医学与脑科学杂志》
CAS
CSCD
北大核心
2014年第12期1099-1101,共3页
Chinese Journal of Behavioral Medicine and Brain Science
关键词
学校恐惧症
学业成就
人格
自我意识
School Phobia
Academic Achievement
Personality
Self-concept
