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目的:探索青少年师生关系和内化问题的关系,考察自尊在师生关系与内化问题之间的中介作用。方法:采用师生关系量表、自尊量表、儿童焦虑情绪障碍筛查表和简化情绪量表对929名中学生进行测量。结果:师生关系中的亲密性、支持性和满意度维度均与内化问题呈负相关,而冲突性则与内化问题呈正相关。结构方程模型分析表明,假设模型(师生关系对内化问题的路径显著、自尊中介师生关系对内化问题的路径)拟合度良好(χ~2/df=1.572,CFI=0.998,TLI=0.995,RMSEA=0.025,SRMR=0.010)。进一步通过中介分析发现自尊对师生关系和青少年内化问题之间的关系起部分中介作用(解释率为51.2%)。结论:自尊在师生关系对内化问题的影响中起重要作用,对于内化问题的干预可以通过改善师生关系,提高青少年自尊,进而有效改善内化问题。
Objective: To explore the relationship between teacher-student relationship and internalization, and to examine the mediating role of self-esteem in teacher-student relationship and internalization. Methods: A total of 929 middle school students were measured with the teacher-student relationship scale, the self-esteem scale, the children’s anxiety disorder screening scale and the simplified emotion scale. Results: The intimacy, supportiveness and satisfaction dimension in teacher-student relationship were all negatively correlated with internalization problems, while the conflicts were positively correlated with internalization problems. Structural equation modeling analysis showed that the fittedness of the hypothetical model (the relationship between teacher-student relationship and internalization was significant) (χ ~ 2 / df = 1.572, CFI = 0.998, TLI = 0.995, RMSEA = 0.025, SRMR = 0.010). Through the intermediary analysis, we found that self-esteem partly mediated the relationship between teacher-student relationship and adolescent internalization (explained 51.2%). Conclusion: Self-esteem plays an important role in the effect of teacher-student relationship on internalization. Intervention on internalization can improve the self-esteem of adolescents by improving the relationship between teachers and students, and then effectively improve the internalization.