摘要
目的:正确评价高中生自我接纳程度与学业自我妨碍之间的关系。方法:运用自编人口学问卷和中学生学业自我妨碍问卷、自我接纳问卷对整群抽取的某县级高中604名学生进行问卷调查。结果:1总体来讲,男生的学业自我妨碍水平显著高于女生(t=5.521,P<0.001);2独生子女的学业自我妨碍水平显著高于非独生子女(t=13.435,P<0.001);3自我接纳可以较为显著地预测高中生学业自我妨碍。具体而言,自我评价能够显著地负向预测行为式自我妨碍,自我接纳总分可以显著地负向预测自我妨碍的各维度。结论:高中生的自我接纳程度能够较显著地预测其学业自我妨碍。
Objective： To evaluate the influence of self--acceptance on the academic self--handicapping for high school students.Methods.. Using self--designed demographic questionnaire, adolescent academic self--handicapping questionnaire and self--acceptance scale of cluster sampling, a county high school 650 students conducted a question-naire survey.Results ： ① Generally speaking, boys experienced more academic self--handicapping than girls （t=5.521, P〈0.001）②the only child＇s academic self--handicapping were significantly higher than non--only child（t 13.435, P〈 0.001 ）;③ Self -- acceptance could be significant to predict high school student＇s academic self -- handicap- ping. Specifically, self--evaluation could negatively predict the behavior of self--handicapping, self--acceptance scores could significantly negatively predict the various dimensions of self--handicapping.Conclusion： The self--acceptance of high school students can predict their academic self--handicapping evidently.
出处
《中国健康心理学杂志》
2016年第8期1200-1203,共4页
China Journal of Health Psychology
关键词
高中生
学业自我妨碍
自我接纳
自我评价
分层逐步回归
Middle school students
Academic self- handicapping
Self-- acceptance
Self- evaluation
Path analysis
