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背景:理想自我与现实自我(A类别)、客观自我与现实自我(B类别)、镜中自我与现实自我(C类别),即本文所说的自我概念三种类别,它们的不一致或落差是自我心理学重要研究内容,与健康心理学有密切关系。目的:探讨理想自我与现实自我、客观自我与现实自我、镜中自我与现实自我的差异或不一致、即自我概念三种类别落差与大学生心理健康的关系,试图为大学生心理健康教育提供理论依据。设计:以大学生为研究对象,抽样调查,横断面研究。单位:首都师范大学心理系。对象:2002-01/03随机选取北京的中国政法大学(97人)、中国石油大学(85)、中国公安大学(103人)和首都师范大学(52人)4所学校的2～3年级9个班的大学生,共337人;上海大学2年级学生7个班的大学生,共150人;长春东北师范大学的1～2年级4个班大学生,共120人,总共607人作为研究对象。排除由各种原因造成的无效问卷51份,有效被试是556人。方法:用自编自我概念(包括理想自我、现实自我、客观自我和镜中自我4个问卷)问卷测量学生自我概念三种类别落差,用症状自评量表测量学生心理健康状况。主要观察指标:大学生自我概念3种类别落差、心理健康十个因子表现和它们的关系。结果:①大学生自我概念3种类别落差的描述性统计、A类别落差最大(65.0±39.2);其次是B类别(-30.1?
Background: Ideal Self and Real Self (Category A), Objective Self and Real Self (Category B), Self and Real Self (C Category) in the Mirror, that is, the three categories of self-concept mentioned in this article. Their inconsistency or gap is Important research content of self-psychology, and health psychology are closely related. Objective: To explore the differences between ideal self and actual self, objective self and actual self, self and actual self in the mirror, that is, the relationship between self-concept drop and college students’ mental health, so as to provide a theoretical basis for the mental health education of college students. Design: college students as the research object, sample survey, cross-sectional study. Unit: Department of Psychology, Capital Normal University. PARTICIPANTS: Selected from January to March 2002 at random from China University of Political Science and Law (97), China University of Petroleum (85), Chinese Public Security University (103) and Capital Normal University (52) from January 2002 to March 2003 A total of 337 college students; Shanghai University sophomore students in seven classes of students, a total of 150 people; Changchun Northeast Normal University in 1 to 2 grade 4 class college students, a total of 120 people, a total of 607 people as the research object. Excluding 51 invalid questionnaires caused by various reasons, 556 were effective participants. Methods: The self-concept of self-concept (including self-ideal self, objective self and self-mirror self 4 Questionnaire) questionnaire measurement of student self-concept drop of three categories, with self-rating Symptom Scale to measure students’ mental health status. MAIN OUTCOME MEASURES: Three kinds of college students’ self-concept drop, mental health ten factors and their relationship. Results: (1) The descriptive statistics of the drop in the three kinds of self-concept of college students, the largest drop in category A (65.0 ± 39.2), followed by the category B (-30.1 ~