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目的考察哈尼族中学生的学校适应状况及民族文化认同的关系。方法采用自编哈尼族青少年学生文化认同问卷和学校适应行为问卷对621名哈尼族中学生施测。结果 1哈尼族中学生的学校适应处于中等以上水平,不同家庭住地(F=3.20,P<0.05)、年级(χ2=51.10,P<0.001)哈尼族中学生的学校适应水平差异均具有统计学意义,农村学生的学业适应得分高于乡镇学生(P<0.05);县城学生的情绪管理、人际沟通得分均高于乡村学生(P<0.01,P<0.01);乡镇学生的总问卷分值显著低于县城和农村学生(P均<0.05);2数据点折线图显示,哈尼族中学生学校适应问卷总均分及5个维度得分,随年级递升呈曲折变化趋势,有升有降;3哈尼族中学生的学校适应与民族文化认同有关,受民族接纳、社会俗约因素的影响,分别具有正向和负向预测效应(P均<0.001)。结论哈尼族中学生学校适应受家庭住地、年级的影响,不同维度呈非平衡性发展特点,与民族文化认同存在关联性。
Objective To investigate the relationship between Hani middle school students’ school adaptability and ethnic cultural identity. Methods A total of 621 Hani middle school students were enrolled in the self-made Hani Young Students’ Cultural Identity Questionnaire and School Adaptive Behavior Questionnaire. Results 1 The Hani middle school students’ school adaptability was above middle level, with different family residence (F = 3.20, P <0.05), grade (χ2 = 51.10, P <0.001) The score of students in rural areas was higher than that of township students (P <0.05). The scores of emotion management and interpersonal communication of county students were higher than those of rural students (P <0.01, P <0.01) County and rural students (all P <0.05). 2 The data point line chart shows that Hani middle school students’ total score and five dimensions score of school adaptation questionnaire, with the trend of tortuous change, The school adaptation is related to the identification of ethnic cultures. It is positively and negatively predicted by national acceptance and social conventions (P <0.001, respectively). Conclusions The Hani middle school students’ adaptation to school is influenced by the family residence and grade, and their different dimensions show the characteristics of unbalanced development, which is related to the national cultural identity.