流动与非流动初中生积极心理品质的比较

Comparative Study on the Positive Mental Characters between Floating Middle School Students and Non-floating Middle School Students

目的对流动与非流动初中生积极心理品质:自立人格、心理韧性、正性-负性情绪进行比较,为推动流动初中生心理健康发展提供依据。方法采用青少年自立人格量表、青少年心理韧性量表、正性-负性情绪量表对深圳某中学658名初中1～3年级的学生进行抽样调查,以筛选出的392名流动初中生为研究组,其他学生为对照组。利用SPSS16.0统计软件对调查结果进行统计分析。结果①流动与非流动初中生在自立人格各因子及正性-负性情绪上无显著差异;②流动初中生在心理韧性的积极认知上得分显著高于非流动初中生(F=4.078,P<0.05),其它因子无显著差异。结论流动对流动初中生积极心理品质发展的影响并不明显,可通过教育发挥流动的积极意义。

Objective To compare the self-supporting personality,psychological resilience,positive and negative emotion between floating middle school students and non-floating middle school students,so as to provide evidence for promoting mental health development of floating middle school students.Methods Using the Self-supporting Personality Scale for Adolescent Students,the Resilience Scale for Adolescents,the Positive and Negative Affect Scale,658 middle school students were investigated.392 floating middle school students were selected as study group,the other students as control group.The data were collected and analyzed by SPSS for windows version 16.0.Results ① There were no significant differences in self-supporting personality,positive and negative emotion between floating middle school students and non-floating middle school students.②The score of positive cognition in psychological resilience of study group was significantly higher than that of control group（F=4.078,P0.05）.Conclusion We find no negative influence of the floating to the development of the positive mental characters of floating middle school students.We can take advantage of the positive significance of floating through teaching.