文献类型：期刊文献

中文题名：流动儿童自我概念、社会支持与学校适应性的关系研究

英文题名：Research on relationship among self-concept,social support,and school adaptation of migrant children

作者：谢敏芳[1];黄徐婧[1];李黎[1];高奇扬[1]

机构：[1]绍兴文理学院教师教育学院

年份：2018

卷号：6

期号：3

起止页码：138

中文期刊名：教育生物学杂志

外文期刊名：Journal of Bio-education

收录：CSTPCD

基金：浙江省哲学社会科学规划重点项目(14NDJC008Z);浙江省教育科学规划项目(2014SCG363)

语种：中文

中文关键词：流动儿童;学校适应性;自我概念;社会支持

外文关键词：migrant children;school adaptation;self-concept;social support

中文摘要：目的了解流动儿童的学校适应性的现状,探讨流动儿童学校适应性与自我概念、社会支持间的关系。方法采用学校社会行为量表(school social behavior scale,SSBS)、自我概念描述问卷(self-concept description questionnaire,SDQ)和社会支持评定量表(social support rating scale,SSRS)对124名流动儿童和125名常住儿童随机取样,进行问卷测量。结果流动儿童与常住儿童在自我管理技能和学业技能得分上的得分差异均有统计学意义(P <0. 05);其中,不同性别和是否独生子女的流动儿童学校适应性得分差异均有统计学意义(P <0. 05)。相关分析显示,学业自我、身体自我、人际自我、一般自我与社会能力(人际技能、自我管理技能和学业技能)呈显著正相关(r=0. 313～0. 563,P <0. 01);而情绪自我则是与人际技能维度呈显著正相关(r=0. 193,P <0. 05);客观支持和人际技能、自我管理技能及学业技能因子呈显著的正相关(r=0. 330～0. 403,P <0. 01);对支持的利用度因子与人际技能、自我管理技能因子呈显著正相关(r=0. 209～0. 281,P <0. 05)。进一步的回归分析显示,自我概念和社会支持对学校适应性具有显著的回归效应(R^2=0. 289,F=49. 446,P <0. 000)。结论自我概念和社会支持对学校适应性具有一定的正向预测作用。

外文摘要：Objective To understand the current situation of school adaptability of migrant children, and explore the relations of school adaptability with self-concept and social support in migrant children. Methods A total of 124 migrant children and 125 resident children were randomly sampled from school. And the school social behavior scale（SSBS）, self-concept description questionnaire（SDQ） and social support rating scale（SSRS） were used to measure them. Results The differences in scores of self-management skills and academic skills scores between migrant children and resident children were statistically significant （ P 〈0.05）. And there were significant differences in school adaptive scores between migrant children with different gender and whether the only child （ P 〈0.05）. Correlation analysis showed that academic self, physical self, interpersonal self, and general self were significantly positively correlated with social ability （interpersonal skills, self-management skills, and academic skills） （ r =0.313 - 0.563, P 〈0.01）, emotional self was positively correlated with interpersonal skills （ r =0.193, P 〈0.05）; objective support was significantly positively correlated with interpersonal skills, self-management skills and academic skills （ r =0.330 - 0.403, P 〈0.01）, and support factor was significantly positively correlated with interpersonal skills and self-management skills （ r =0.209 - 0.281, P 〈0.05）. Further regression analysis showed that self-concept and social support had significant regression effect on school adaptability （ R 2=0.289, F =49.446, P 〈0.000）. Conclusion The survey shows that self concept and social support have positive predictive effect on school adaptability.