高低自立水平儿童的自我概念特点的研究

Relationship Between Self-supporting Levels and Self-concept in Primary School Students

目的:探讨儿童自立发展水平与其自我概念之间的关系。方法:①应用6-12岁儿童自立行为问卷和田纳西自我概念量表(TSCS)对193名5、6年级小学生进行测试;②根据儿童在自立行为问卷上的总分排序,取上27%人群为高自立组,下27%人群为低自立组。结果:①高自立组在田纳西自我概念量表所有分量表上的得分均显著高于低自立组;②田纳西自我概念量表各分量表与自立行为问卷各维度分之间均存在显著正相关。结论:儿童自立行为与自我概念之间关系密切,自立水平越高,其自我概念越积极。

Objective： To explore the relationship between the self-supporting levels and self-concept in primary school students. Methods： 193 grade 5 to 6 primary school students were examined by the Self-supporting Behavior Questionnaire for 6 to 12 Years Old Children and Tennessee Self-concept Scale, and then the subjects were divided into two groups, of which the high- self-supporting group includes the top 27% according to the questionnaire total score, and the low- self-supporting group includes the bottom 27%. Results： （1） The high self-supporting group get significantly higher score in all subscales of Tennessee Self-concept Scale than the low self-supporting group; （2）All subscales of Tennessee Self-concept Scale were significantly positively correlated with all dimentions of Self-supporting Behavior Questionnaire.. Conclusion： Children＇s self-supporting behaviors were closely related to self-concept. The higher level of self-supporting, the more positive their self-concept.