初中学困生的自我意识与自尊关系研究

Relational Study of Self-consciousness and Self-esteem of Junior School Students with Learning Difficulties

采用儿童自我意识量表和Rosenberg自尊量表对285名学困生和373名普通生的自我意识和自尊进行测量。结果显示,男生行为和合群因子得分显著低于女生,躯体外貌与属性、焦虑因子得分显著高于女生,自尊水平的性别差异不显著;学困生的自我意识显著低于普通生,自尊显著高于普通生,但不存在性别差异;学困生的自尊与自我意识存在极其显著的负相关。回归分析发现,智力与学校情况、躯体外貌与属性、行为和焦虑因子对自尊的回归方程具有显著的负向预测作用;低自尊学困生的自我意识显著高于高自尊学困生。

This paper uses the Children＇s Self-concept Scale and the Rosenberg Self-esteem Scale to investigate self-consciousness and self-esteem for 658 junior school students,including 285 students with learning difficulties and 373 normal students.The results show as follows：（1） The behavior factor and sociability factor scores of boys are significantly lower than those of girls,and the body,appearance and property factor and anxiety factor scores of boys are significantly higher than those of girls.Self-esteem has no significant gender diffe-rence.（2）The self-consciousness of students with learning difficulties is significantly lower than that of normal students,and the self-esteem of students with learning difficulties is significantly higher than that of normal students,but there is no significant gender difference.（3） There is significant negative correlation between self-esteem and self-consciousness of students with learning difficulties.Stepwise regression analysis reveales that the factors including intelligence,school,body,appearance,property,behavior and anxiety are significant negative predictors of the self-esteem regression function.（4） The self-consciousness of students with learning difficulties who have low self-esteem is significantly higher than those who have high self-esteem.