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9-18 岁流动儿童自我概念的发展及其与智力的关系
其他题名The Development of Self-concept of Migrant Children Aged From 9 to 18 Years Old and Its Relationship with Intelligence
李晓燕
学位类型硕士
导师施建农 ; 张兴利
2015-11
学位授予单位中国科学院研究生院
学位授予地点北京
学位专业心理学
关键词流动儿童 超常儿童 儿童发展 自我概念 大鱼小池塘效应
摘要 随着近些年我国城镇化进程的加剧,大量的农村人口涌向经济发达的城市地区,出现了大量的农村进城务工人员及其随迁子女,造成了数以万计的“流动儿童”。这个庞大的流动儿童群体,他们的学习和生活环境发生了巨大变化,而且常常不稳定,他们的身心发展各方面都受到了社会的关注。自我概念对流动儿童的发展具有重要意义。
    本研究是中国科学院心理研究所超常儿童研究中心承担的国家科技支撑计划课题一一《社会变迁过程中儿童青少年的心理发展特点及心理问题疏导与咨询技术项目》(2012BAI36B02)的一部分,在华北、华东、东北、华南、华中、西北、西南七个地区进行分层随机取样,抽取14512名9至18岁儿童青少年进行测试,有效样本10277人,平均年龄为12. 90岁,其中流动儿童为5456人,普通儿童为4821人。自我概念量表采用Song-Hattie自我概念量表、智力量表采用瑞文标准推理测验。研究分为四个部分:第一部分考察了9-18岁流动儿童自我概念的年龄趋势;第二部分考察了流动时间与流动儿童自我概念的关系;第三部分在第一部分的基础上,对比了高智力水平与普通智力水平在自我概念上的差异;第四部分又在第三部分的基础上,就教育模式对高智力水平儿童自我概念的影响进行了考察。主要结论如下:
    (1)总体上来讲,总体上,9-18岁流动儿童自我概念、学业自我概念、非学业自我概念发展的年龄趋势为9至12岁上升,13岁开始下降,且13至18岁间平缓;流动儿童自我概念低于普通儿童。
    (2)流动时间与流动儿童的自我概念、学业自我概念、非学业自我概念均呈正相关关系。
    (3)智力超常流动儿童自我概念、学业自我概念高于普通儿童。
    (4)加速教育模式下流动超常儿童的学业自我概念比普通教育模式下的流
动超常儿童低,支持超常儿童自我概念研究领域的大鱼小池塘效应。综上所述,本研究在全国流动儿童群体中对自我概念的发展进行了探索,并从发展的角度对学业自我概念与智力之间的关系提供了实证研究证据,证实了接受加速教育的流动超常儿童比接受普通教育的流动超常儿童的学业自我概念低,支持了学业自我概念领域的大鱼小池塘效应。
其他摘要With the rapid urbanization in China during the last three decades, a large number of rural people move to relatively well developed large or big cities to seek work opportunities. The people who moved from rural areas to work in big cities have been named as ‘migrant workers’ and their children as ‘migrant children’. The life of such a huge number (more than 60 millions) of migrant children is vital to the country’s future and the issues about living and learning of them under dramatically changing and sometimes unstable environment for them attracted eyes of the public, as well as the attention of the researchers.
Self-concept is one of the most important psychological aspects concerned in developmental psychology and it is also important for the development of migrant children. As a part of National Key Technologies R&D Program (2012BAI36B02) ‘the psychological development of children in the process of social changes, assessment system and examples of psychological counseling’ conducted by the research center of supernormal of Institute of Psychology, CAS, the self-concept of migrant children were measured and compared with non-migrant children in the present study. A total amount of 14, 245 children aged from 9- to 18-year-old ( 7,267 migrant, 6,978 ordinary) from regions of North China, Central China, East China, Northeast China, Northwest China, South China, and Southwest China were measured with Song-Hattie Self-Concept Scale for self-concept and Raven Matrices Test (Chinese version) for intelligence. This study includes three parts. Part 1 examined the developmental trends of self-concept of migrant children from 9- to 18-years old. Part 2 explored the relationship between academic self-concept and intelligence of migrant children. Meanwhile, the academic self-concept of highly intelligent children was compared with that of intellectually average children. Study 3 focused on the education environment effect on the self-concept development of highly intelligentmigrant children. The findings of the study indicated that: (1) Generally speaking, the self-concept of migrant children and ordinary children aged 9-18 years old decrease from 13 years old, and ordinary children’s self-concept scores are higher than migrant children. (2) the academic self-concept of migrant children aged 9-18 years old is closely correlated to intelligence, the higher the level of intelligence, the higher of their total self-concept and academic self-concept. (3) The academic self-concept of gifted children from gifted education program is lower than that of gifted children from regular program. This finding supports the big fish in a little pond effect.
In summary, the present study explored the development of self-concept of migrant children in national region and shed light on the issue of the relationship between intelligence and academic self-concept of migrant children from a developmental perspective. It is also confirmed that gifted migrant children from gifted program had lower academic self-concept than that of gifted migrant children from regular program in the present study. The findings of the present are referential both to theoretical study on the development of migrant children and to educational practice for them.
学科领域发展与教育心理学
语种中文
文献类型学位论文
条目标识符http://ir.psych.ac.cn/handle/311026/19850
专题认知与发展心理学研究室
作者单位中国科学院心理研究所
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李晓燕. 9-18 岁流动儿童自我概念的发展及其与智力的关系[D]. 北京. 中国科学院研究生院,2015.
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