中学生焦虑、抑郁、自尊水平与学习成绩的相关性研究

The relationship of academic achievement with anxiety, depression ,self-respective level in middle school students.

目的研究不同性别、城乡中学生焦虑、抑郁、自尊水平、学习成绩之间的差异及四者的相关性。方法采用Zung焦虑自评量表(SAS)、抑郁自评量表(SDS)[1],Rosenberg编制的自尊量表[2]对452名中学生进行测查,利用统计软件,比较不同性别、城乡中学生三个量表测值及学习成绩的差异,并分析这4个方面的相关性。结果(1)城乡中学生学习成绩存在着极显著差异;(2)高自尊组与低自尊组学生的焦虑、抑郁测值、学习成绩存在着极显著差异;焦虑组与对照组学生的自尊、抑郁测值、学习成绩存在着极显著差异;抑郁组与对照组学生的焦虑、自尊测值、学习成绩存在着极显著差异;(3)焦虑、抑郁、自尊水平、学习成绩之间存在着显著的相关。结论(1)城市学生学习成绩优于乡村学生;(2)中学生学习成绩受焦虑、抑郁、自尊水平的影响;(3)焦虑、抑郁、自尊测值有显著的相关性,情绪的调节可提高自尊水平,自尊水平的提高,有利于良好情绪的培养及学习成绩的提高。

Objective To study the difference and relationship among anxiety, depression, self-respective level and academic achievement of middle school students who live in different areas （city or country）. Methods Zung＇s self-rating anxiety scale （SAS）, self-rating depression scale （SDS）, the scale of Rosenberg were used to assess 452 middle school students. Results （1） There was significant difference of academic achievement between the students from city and from country. （2） Significant differences of anxiety, depression and achievement were found between high self-respective level group and low self-respective level; there were significant differences between the anxiety group and the control group on self-respective, depression and achievement. （3） The significant relativity was found among the four charts. Conclusions （1） The academic achievement of middle school students from citiy are super to the students from country. （2） Anxiety, deprssion and self-respective level can influence achievement. （3）There has significant conecation among anxiety, depression and self-respective level. The adjustment of mood can improve self-respective level which is helpful for the cultivation of good emotion.