高等职业学校学生自尊水平与社交焦虑及孤独感的关系

Correlation among levels of self-esteem,social anxiety and loneliness in senior vocational school students

目的:比较不同年级、不同性别高等职业学校学生的自尊水平、社交焦虑与孤独感水平的差异,分析青少年自尊水平与社交焦虑及孤独感的关系。方法:于2006-03选择北京市某职业高中学生265名,采用自尊量表、惧怕否定评价量表及孤独量表测评学生的自尊、惧怕他否定评价和孤独感水平。其中①自尊量表:10个条目,评定青少年关于自我价值和自我接纳的总体感受,分值越高,自尊程度越高。Cronbach系数为0.88,重测信度为0.85。②惧怕否定评价量表:12个条目,反映是否为他人的评价担忧,为别人的否定评价感到苦恼以及预期自己会遭到他人的否定评价,分值越高,对他人的评价越担忧,越需要肯定评价。Cronbach系数0.90,重测信度为0.75。③UCLA孤独量表穴第三版雪:20个条目,评价由于对社会交往的渴望与实际水平的差距而产生的孤独,分值越高,孤独程度越高。Cronbach系数为0.94,重测信度为0.73。结果:发放问卷265份,收回问卷221份,有效问卷210份,有效率为94.6%。①高等职业学校男生的自尊水平高于女生(27.66±4.84,26.96±4.55),差异有显著意义穴P<0.05雪,而惧怕他人否定评价和孤独感低于女生穴35.36±7.87熏38.65±8.88;41.27±9.35熏43.09±9.03雪,差异无显著意义穴P>0.05雪。②高一年级学生自尊水平最低,惧怕他人否定评价和孤独感水平最高。随着年级升高,自尊水平逐渐上升,惧怕他人否定评价及孤独感水平下降。高一与高三年级学生在自尊水平上的差异有显著性穴26.49±4.69,28.20±4.75,P<0.05雪。③高等职业学校学生的自尊水平与惧怕他人否定评价之间为负相关穴r=-1.46熏P<0.05雪,自尊水平与孤独感水平之间为负相关穴r=-0.39熏P<0.01雪,惧怕他人否定评价与孤独感水平之间为正相关穴r=0.24熏P<0.01雪。结论:男生、高三年级学生的自尊水平较高,通过提高学生的自尊水平,提高自我评价,进而减轻社交焦虑,改善学生的社交状况,最后降低孤独感,提高学生的心理健康水平。

AIM： To compare the differences in the high career school students＇ perceived levels of self-esteem, social anxiety and loneliness among students of senior vocational schools of different grade and sex, and analyze the correlation among self-esteem, social anxiety and loneliness. METHODS： 265 students were selected from a senior vocational school of Beijing in march 2006, and Self-Esteem Scale （SES）, Fear of Negative Evaluation Scale （FNE） and Loneliness Scale （UCLA） were used to evaluate the levels of self-esteem, social anxiety and loneliness in students. ① SES, including 10 items, was used to investigate the whole feeling about self-worth and self-acceptation in adolescents. The higher the score was the higher the level of self-esteem was. The Cronbach coefficient was 0.88 and the test-retest reliability was 0.85. ② FNE, including 12 items, was used to investigate whether the subjects worried for the negative evaluation and whether they would be in trouble for other people＇s evaluation as well as their anticipation of other people＇s negative evaluation. The higher the FNE score was, the severer the worry was and the more positive evaluation they needed. The Cronbach coefficient was 0.90 and the test-retest reliability was 0.75. ③ UCLA （third edition）, including 20 items, which was adopted to evaluate the loneliness derived from the disparity between the longing for social intercourse and the reality. The higher the UCLA score was, the higher the level of loneliness was. The Cronbach coefficient was 0.94 and the test-retest reliability was 0.73. RESULTS： Totally 265 questionnaires were sent out, and 221 questionnaires were recollected, including 210 qualified ones with an effective rate of 94.6%. ① The level of self-esteem in male students of senior vocational schools was higher than that in female students （27.66±4.84, 26.96±4.55）, and the differences were significant （P 〈 0.05）, while the scores of FNE and UCLA in male students were lower than those in female students （35.36±7.87, 38.65±8.88; 41.27±9.35, 43.09±9.03）, and the differences were not remarkable （P 〉 0.05）. ② Students of grade got the lowest score of SES and the highest level of UCLA and FNE. The score of SES gone up gradually, while the scores of UCLA and FNE decreased gradually with the grades increasing. There were remarkable differences in the level of self-esteem between students of grade one and three （26.49±4.69, 28.20±4.75, P 〈 0.05）. ③ There was a negative correlation between the level of self-esteem and fear of negative evaluation in students of senior vocational school （r=-1.46, P 〈 0.05）, and there was a negative correlation between the level of self-esteem and loneliness （r=-0.39, P 〈 0.05）, while there was a positive correlation between fear of negative evaluation and loneliness （r=0.24, P 〈 0.01）. CONCLUSION： The level of self-esteem are much higher in male students of grade three. The self-evaluation in students can be enhanced by enhancing the level of self-esteem, and accordingly relieve the social intercourse, ameliorate the social intercourse and finally reduce the loneliness as well as improve the mental health of students.