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目的探讨学习障碍儿童的自尊水平、自我意识和时间管理倾向特征,为改善和矫治儿童学习障碍提供依据。方法采用对照研究,筛选安宁市某小学四、五年级的58名儿童作为学习障碍组,并随机选取与学习障碍儿童同年龄、同性别、同班级的非学习障碍儿童60名为对照组。采用自尊调查表、Piers-Harris儿童自我意识量表和青少年时间管理倾向量表,对两组儿童进行测评。结果学习障碍组儿童自尊调查表得分低于对照组(P<0.05);在Piers-Harris儿童自我意识量表中,学习障碍组儿童的总分和各分量表分均低于对照组(P值均<0.05);儿童自我意识量表中的焦虑因子与自尊呈负相关(P<0.05),行为、智力与学校情况、躯体外貌与属性、合群和幸福与满足因子与自尊均呈正相关(P值均<0.05);学习障碍组儿童时间管理倾向量表的总分与各维度分均低于对照组(P值均<0.05)。结论学习障碍儿童的自尊水平偏低,自我意识不良,自尊与自我意识密切相关;时间管理能力差。
Objective To explore the self-esteem, self-awareness and time management tendencies of children with learning disability, and to provide evidence for improving and correcting children’s learning disabilities. Methods A controlled study was conducted to screen 58 children aged 4 and 5 from a primary school in Anning as a learning disability group. Sixty non-learning disabilities children of the same age, same sex and same class with learning disabilities were randomly selected as the control group. Two groups of children were evaluated using the Self-Esteem Questionnaire, the Piers-Harris Child Self-Consciousness Scale and the Youth Time Management Disposition Scale. Results In the Piers-Harris children’s self-esteem scale, scores of children’s self-esteem questionnaire of children with learning disability were lower than those of the control group (P <0.05) (P <0.05). There was a negative correlation between anxiety and self-esteem in children’s self-awareness scale (P <0.05). There was a positive correlation between behavior, intelligence and school conditions, physical appearance and attributes, gregariousness and happiness, satisfaction factor and self-esteem (All P <0.05). The scores of total score and dimensions in children with learning disabilities group were lower than those in control group (all P <0.05). Conclusion Children with learning disabilities have low self-esteem, poor self-awareness, self-esteem and self-awareness, and poor ability of time management.