不同社交地位小学生的自我意识与社交焦虑的特点及关系

Self-awareness and Social Anxiety in Elementary School Students with Different Social Status

目的：考察不同社交地位小学生自我意识水平和社交焦虑的特点及关系。方法：采用社会测量法、问卷法对272名3-5年级的小学生的社交地位、自我意识和社交焦虑进行评定。结果：（1）3-5年级小学生的自我意识水平有显著的性别、社交地位差异。女生的自我意识水平（58.0±10.7）显著高于男生（53.4±11.3）（t=-3.49,P〈0.01）,受欢迎组的自我意识水平（59.2±11.1）显著高于被拒绝组（51.2±12.3）和被忽视组（54.2±11.0）（P〈0.05）。（2）受欢迎组儿童的社交焦虑水平（6.4±3.2）高于被拒绝组儿童的社交焦虑水平（4.8±3.5,P〈0.05）。（3）综合模型中,社会喜好是通过社交自我知觉的中介作用与社交焦虑产生联系,不存在直接效应。结论：小学生的社交地位与其自我意识水平和社交焦虑水平存在一定关联性;社交自我知觉在社交地位和社交焦虑之间起到中介作用。

Objective： To explore the characteristics of self-awareness and social anxiety in elementary school students with different social status. Method： Based on a sample of 272 primary students in grade 3 - 5, their social status, self-awareness and social anxiety were assessed by method of questionnaire and sociometric measurement. Result： （1 ） There were significant gender difference and social status difl＇erenee on scores of self-awareness. Girls scored higher than boys（ 58.0 ± 10. 7/53.4 ± 11.3, t = - 3.49, P 〈 0. 01 ）, the popular children had higher self - awareness than the rejected and the neglected 159. 2 ± 11.1/15.2 ± 12.3, 54.2 ± 11.0, P 〈 0. 05 ） .（ 2 ） Children with different social status had different level of social anxiety. The popular children scored signiiieantly higher than the rejected on social anxiety （ 6. 4±3. 2/4. 8- 3. 5, P 〈 0. 05 ） . （ 3 ） In integrate analysis, there were only indirect relations relations social anxiety and social preference. Conclusion： There are some relationships between self-awareness and social anxiety in elementary school students with different social status; self-perceived social competence has mediator effect between peer relationships and social anxiety.