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目的考察民办高校贫困生的自我概念及与应对方式的关系。方法采取田纳西自我概念量表及肖计划的应对方式问卷对302名大学生进行了调查。结果①贫困生在自我概念因子上,只有生理自我达到显著统计意义(t=-2.308,P<0.05);②贫困生在自责因子上差异有统计学意义(t=2.171,P<0.05);③贫困生的自我满意、自我行动与应对方式各因子间的相关显著(r=0.399,-0.501,0.318,-0.242,-0.324,-0.241,0.441,-0.496,0.311,-0.306,-0.491,-0.343;P<0.01),自我批评与求助(r=-0.157,P<0.05)、幻想因子(t=0.187,P<0.05)相关显著;④自我满意、自我行动对解决问题和求助有较大的正向预测作用(t=5.52,6.24,4.26,4.15;P<0.01),对自责、幻想、退避、合理化有较大的负向预测作用(t=-7.34,-7.25,-3.16,-4.07,-4.40,-7.15,-3.15,-4.63;P<0.01)。自我认同对解决问题有较大的正向预测作用(t=5.25,P<0.01),对自责、幻想、退避、合理化有较大的负向预测作用(t=-6.15,-4.2,-3.70,-3.59;P<0.01)。自我批评对求助有较大的负向预测作用(t=-2.02,P<0.05),对幻想有较大的正向预测作用(t=2.42,P<0.05)。结论提高贫困大学生的自我概念水平有助于他们遇到问题时,采用成熟型应对方式。
Objective To investigate the relationship between self-concept and coping style of impoverished students in private universities. Methods A total of 302 college students were surveyed using the Tennessee Self-Concept Scale and Shaw Plan’s Coping Style Questionnaire. Results ① Poor students had significant statistical significance in self-concept factors (t = -2.308, P <0.05); ② Poor students had significant self-responsibility factors (t = 2.171, P <0.05) ; ③ poor students self-satisfaction, self-action and coping style factors were significantly correlated (r = 0.399, -0.501,0.318, -0.242, -0.324, -0.241,0.441, -0.496,0.311, -0.306, -0.491 , -0.343; P <0.01). There was a significant correlation between self-criticism and seeking help (r = -0.157, P <0.05) and fantasy factor (T = 5.52,6.24,4.26,4.15; P <0.01), and had a greater negative predictive effect on self-blame, fantasy, evasion and rationalization (t = -7.34, -7.25, - 3.16, -4.07, -4.40, -7.15, -3.15, -4.63; P <0.01). Self-identification has a greater positive predictive effect on problem solving (t = 5.25, P <0.01), and has a greater negative predictive effect on self-blame, fantasy, retreat and rationalization (t = -6.15, -4.2, 3.70, -3.59; P <0.01). Self-criticism had a greater negative predictive effect on seeking help (t = -2.02, P <0.05), and had a greater positive predictive effect on fantasy (t = 2.42, P <0.05). Conclusion Improving the self-concept of undergraduates helps them adopt a mature coping style when they encounter problems.