论文部分内容阅读
本研究目的是探讨中学学习不良学生同一性风格与应对方式之间的关系。使用《同一性风格问卷》和《中学生应对方式量表》对通过一定标准选取的342名中学学习不良学生进行测查。结果表明,中学学习不良学生三种同一性风格分布无显著差异;相关分析显示,信息风格的学生倾向于采用指向问题的应对策略;扩散/逃避风格的学生倾向于采用指向情绪的应对策略;规范风格的学生既采取指向问题的应对策略,同时也依赖于指向情绪的应对策略。这说明,具有不同同一性风格的中学学习不良学生在面临压力情景时倾向于使用不同的应对策略,教育中需针对性地给予不同指导。
The purpose of this study is to explore the relationship between the style and coping styles of students with poor learning in middle school. A total of 342 middle-school under-learning students selected through a certain criteria were examined using the “style of identity questionnaire” and the “questionnaire for coping styles of middle school students.” The results showed that there was no significant difference in the distribution of three kinds of identity among students with learning disabilities in middle school. Correlation analysis showed that students with information style tended to adopt coping strategies that point to problems; students in diffusion / avoidance tended to adopt strategies that point to emotions; Students of style not only adopt coping strategies that point to problems, but also rely on coping strategies that point to emotions. This shows that students with different identities tend to use different coping strategies when faced with stressful situations and that they should give different directions in education.