中学生学校生活满意度与自尊、应对方式的相关性

Correlations of School Life Satisfaction, Self-esteem and Coping Style in Middle School Students

目的:探讨社会人口特征对中学生学校生活满意度、自尊及应对方式的影响,分析自尊、应对方式与学校生活满意度的相互关系。方法:采用青少年学校生活满意度问卷、简易应对方式量表和Rosenberg编制的自尊量表对合肥7所中学3127名中学生进行问卷调查。采用方差分析比较学校生活满意度评分在自尊、消极应对、积极应对的不同水平的差异;运用多元逐步回归法,分析人口统计学变量、自尊、应对方式评分对学校生活满意度的影响。结果:学生学校生活满意度得分为39.2±6.8分;自尊、积极应对和消极应对方式得分分别为30.8±4.6、30.0±6.6、25.9±6.9分,处于中等水平;高中学生学校生活满意度得分(38.4±6.4)显著低于初中学生(40.0±7.2)(t=43.32,P<0.001);农村中学生学校生活满意度得分(38.6±6.9)显著低于城市重点中学学生(39.8±7.6)、城市普通中学学生(39.4±6.3)(F=12.50,P<0.001);多元逐步回归分析表明,高自尊、积极应对方式、较好的学习成绩是中学生学校生活满意度的保护因素,而消极应对方式和年龄大是学校生活满意度的危险因素。结论:自尊和应对方式是影响中学生学校生活满意度的重要变量。

Objective： To explore the effect of demographic factors on school life satisfaction, self-esteem and coping style in middle school students, and examine relationships between school life satisfaction and the other two factors. Methods： A survey on school life satisfaction was conducted in 3,127 middle school students by applying School Life Satisfaction Rating Questionnaire for Adolescents. Self-esteem was evaluated by Rosenberg＇s Self-esteem Scale （SES） and coping style was evaluated by Simplified Coping Style Questionnaire. Variance test were used to compare difference of school life satisfaction scores among different self-esteem and coping style levels. Multiple stepwise regression was applied to analyze prediction value of demographic factors, self-esteem and coping style on school life satisfaction. Results： The scores of school life satisfaction, self-esteem, positive and negative coping style of the students were 39.2± 6.8, 30.8± 4.6, 30.0± 6.6, 25.9± 6.9, respectively. Scores of school life satisfaction of senior high school students were 38.4± 6.4, which were significantly lower than those of junior school students （40.0± 7.2, t=3.32, P〈0.001）. Scores of school life satisfaction of students from rural schools were 38.6± 6.9, were significantly lower than students flom urban key or general schools （39.8± 7.6, 39.4± 6.3, respectively） （F= 12.50, P〈0. 001）. High level of self-esteem and positive coping style were protective factors for school life satisfaction, compared with negative coping styles. Conclusions： Self-esteem and coping style are important variables influencing school life satisfaction.