初中生學(xué)?？謶中睦砑捌溆绊懸蛩匮芯?/h1>
2016-01-25 01:13:05姚愛貞
長(zhǎng)江師范學(xué)院學(xué)報(bào) 2015年2期 關(guān)鍵詞：初中生
初中生學(xué)?？謶中睦砑捌溆绊懸蛩匮芯?/p>
姚愛貞
（鄭州大學(xué)教育系，河南鄭州450001）
[摘要]采取分層抽樣法抽取289名初中生，利用問(wèn)卷調(diào)查法對(duì)其進(jìn)行學(xué)?？謶帧⒆晕倚芨?、應(yīng)對(duì)方式、家庭關(guān)懷指數(shù)、社會(huì)支持等方面的調(diào)查。結(jié)果表明：（1）農(nóng)村初中生學(xué)校恐懼得分顯著高于城市初中生，初三學(xué)生學(xué)校恐懼得分顯著高于初一學(xué)生；（2）自我效能感、指向問(wèn)題的應(yīng)對(duì)方式、成長(zhǎng)度、社會(huì)支持、主觀支持、客觀支持及對(duì)支持的利用度對(duì)降低學(xué)?？謶志哂蟹e極作用，指向情緒的應(yīng)對(duì)方式對(duì)降低學(xué)?？謶志哂邢麡O作用；（3）自我效能感、指向情緒的應(yīng)對(duì)方式、成長(zhǎng)度、適應(yīng)度、對(duì)支持的利用程度對(duì)初中生學(xué)?？謶中睦砭哂休^好的預(yù)測(cè)作用。
[關(guān)鍵詞]初中生；學(xué)?？謶?；心理社會(huì)因素
[中圖分類號(hào)]G844.1
[文獻(xiàn)標(biāo)識(shí)碼]A
[文章編號(hào)]1674-3652（2015）02-0136-05
[收稿日期]2014-12-25
[作者簡(jiǎn)介]姚愛貞，女，河南鞏義人。主要從事中小學(xué)職業(yè)發(fā)展與教育研究。
Abstract:Loyalty and piety have been playing an important role in carrying the social ethics in traditional Chinese moral culture. Since the imperial regime of Qin and Han dynasties was established,“l(fā)oyalty”has become the basic principle of political moral. The combination of“piety”with“l(fā)oyalty”leads to the interpretation of“be loyal to the emperor with the piety”and“serve the emperor with piety”. The moral propaganda of piety and loyalty as a unity and the identification on different social strata have become an influential cultural phenomenon in the history of Chinese ideology. In the mainstream ideology of traditional Chinese moral,“l(fā)oyalty”plays a more important role. The so-called“be loyal to emperor with piety”and “seek loyalty from piety”are an embodiment of the special relations between“l(fā)oyalty”and“piety”. There has been a new round of research upsurge of Chinese chieftain system and chieftain culture. In 2013, the research was mainly conducted in the following aspects: 1. research of the basic theory and methods for chieftain system study; 2. research of the classic works about Chinese chieftain system and culture; 3. research of Chinese chieftain system itself; 4. research of changing from chieftain to flowing officials; 5. research of chieftain culture; 6. research of application of the list of world heritage. These researches have not only laid solid academic foundations for the construction of chieftain study, but also provided possibility for the effective exploitation of chieftain culture. However, there still exist some deficiencies in terms of research perspective, discourse system, research contents and methods, document sorting, academic monographs, and team cooperation. This article mainly focuses on the last three aspects. Taking Yongshun ancient chieftain town as a case study, this article explores the protection of historical sites. The value of historical sites is mainly embodied in its relevance of physical space with history. The space of the ancient chieftain town is an emblem of the power relationship between chieftain and local masses, and between chieftain and central imperial court. Its continuation of history relies on the belief ritual and daily life of the local masses. Currently, with the protection of historical sites and planning of space display, the protection conception of outer planners is contradictory to the local residents’daily life and future development. The writer of this article holds that the view of dynamic protection by agglomerating local cultural identity should be the new direction for the protection of historical sites. A lot of bronze weapons were found to have been destroyed in the tombs in Ba and Chu areas during the period from Warring State to Western Han and Eastern Han Dynasties. This peculiar funeral custom was in fact the inheritance and continuation of the funeral custom of Central Plains during Western Zhou period. Apart from the primitive religious ideas about exorcism and counteracting evil force and the differences of weapon between human and ghosts, it was closely related to the change of social climate at that time. Situated in the remote southwest, Guizhou had not been well-known to the outsiders until Ming and Qing dynasties when, with the entrance of the central power, there were more and more scholars from outside, causing a surge of writing about social life in Guizhou. Some of the guest scholars left a lot of texts about Miao people’s living, food, clothes, rituals, and customs, displaying to the outside people the colorful life of Miao people. But the majority of descriptions are based only on the writers’life experience, with some imagined elements which deviate from the historical fact. Wulingshan area in southeast Chongqing is functionally established as limited and forbidden development area on the national level and ecological protection development area on Chongqing municipal level. As the limited and forbidden development area is a typical problem area, the promotion of functional area needs the nation to construct and improve special development policy which should focus on the following five aspects: central public financial policy, national ecological compensation policy, public service policy, new urbanization policy, and green ecological industrial policy. China’s international status has been one of the foci of history study. Based on the research achievements in the past 20 years, the writer of this article focuses on the analysis of the major views related to the field, and at the same time summarizes the causes for the changes of China’s international status during the war of resistance against Japanese, as well as the relationship between the changes and international order. On the basis of the researches of former scholars, the writer attempts to provide some suggestions for extending the research field. Of the linguistic characteristics of legal materials on bamboo slips in Qin and Han dynasties, abbreviation is remarkable. Through textual research, the writer of this article finds that“zhan wei cheng dan”is abbreviated from“zhan zuo zhi wei cheng dan”，“fa er yue”from“fa zi lao er ge yue”，“yuan”from“yue yuan”and“xia”from“qu xia”，“qu”is from“qu shu，“dian”from“l(fā)i dian”，“l(fā)ao”from“wu lao”and “mian lao”. The knowledge of these abbreviations will help us correctly understand the legal texts of Qin and Han dynasties and better know ancient China’s legal system. In the context of repeated review of classics, heterogeneity of Hibiscus Town is found to have overthrown the heroic tradition in the mainstream literary narration and created a weak and incompetent male world. Through bold and ethnic writing of female body, the novel expresses the rationality of personal desire concealed by the state discourse. While borrowing the mainstream narration mode, the novel makes use of a lot of local resources to form knowledge of locality with independent perspective. We may regard the novel as an important resource for constructing the current literary tradition. On January 17th, 2014, People’s Daily published a written conversation discussing the relationship between current literature and history. After that, Literary Review launched another written conversation on the second issue of 2014 on“l(fā)iterature cannot be devoid of history”. After analyzing some literary phenomena, the writer of this article holds that although literature is related to history, it cannot replace history and vice versa. Both Socrates and Plato were the founders and great achievers of ancient Greek philosophy, but they were quite different in their pursuit of social justice and goodness. From the perspective of ethics, the writers of this article focus on the differences in terms of background, contents, goal and influences of their ethical theories, so as to achieve a deeper understanding and cognition of their thoughts. The knowledge value, method value, thought value and humanity value in the socialist core value are the value soul of school curricula, the value standard for the development of school curricula, and conciseness of core concept and objection reconstruction; they are the value scale and method choice of content innovation organization of school curricula, and the spiritual pursuit of school curricular practictioners. They act on the curricular practice in every way and throughout the whole process. By the identification of curricular practioner with socialist core value, they are integrated into the value objective of school curricula.
一、問(wèn)題的提出
良好的心理素質(zhì)是中小學(xué)生素質(zhì)教育中的重要組成部分。初中生正處于身心發(fā)展的加速期和過(guò)渡期，隨著生理及心理的發(fā)育和發(fā)展、社會(huì)閱歷及思維方式的擴(kuò)展和變化，他們將面臨學(xué)習(xí)、生活、人際交往、升學(xué)就業(yè)和自我意識(shí)等諸多方面的心理困惑及壓力。張向葵（2001）指出，學(xué)校是初中生接觸最多的場(chǎng)所，學(xué)校生活是否順利對(duì)初中生的心理健康有直接的影響[1] [2]。國(guó)內(nèi)外有關(guān)學(xué)?？謶值难芯看蠖嗉杏趯W(xué)齡兒童，有關(guān)初中生學(xué)?？謶值难芯坎欢唷Ｈ欢F(xiàn)實(shí)表明，初中生的學(xué)?？謶忠殉蔀橛绊懗踔猩鷮W(xué)習(xí)及生活的重要因素，并給家長(zhǎng)、學(xué)校及社會(huì)帶來(lái)很大的困擾。
學(xué)?？謶质乔嗌倌曛谐Ｒ姷囊环N心理障礙,學(xué)?？謶植⒉皇且粋€(gè)專用的醫(yī)學(xué)術(shù)語(yǔ)，有些人也稱它為“學(xué)校拒斥”“學(xué)?？植馈薄皯謱W(xué)癥”。綜合他人的研究成果，我們將學(xué)?？謶侄x為：學(xué)生對(duì)學(xué)校產(chǎn)生厭惡傾向并伴有試圖回避學(xué)校的行為。關(guān)于不同類別初中生學(xué)校恐懼差異的研究結(jié)果主要集中在以下幾個(gè)方面：
第一，初中女生較之男生更容易產(chǎn)生學(xué)?？謶謨A向[3] [4]。
第二，農(nóng)村初中生較之城市初中生更容易產(chǎn)生學(xué)?？謶謨A向[3]。
第三，關(guān)于初中生學(xué)校恐懼的年級(jí)差異，研究結(jié)論不盡相同[5] [6]。
已有研究表明，初中生的自我效能感、應(yīng)對(duì)方式、家庭關(guān)懷度、社會(huì)支持均顯著影響學(xué)校恐懼[7-14]。這里通過(guò)對(duì)初中生學(xué)校恐懼特點(diǎn)及心理社會(huì)影響因素的研究，希望為初中生心理健康教育提供借鑒。
二、研究過(guò)程
（一）研究對(duì)象
采取分層整群抽樣法，于2014年在杭州市機(jī)場(chǎng)路中學(xué)發(fā)放150份問(wèn)卷，回收有效問(wèn)卷150份；在涪陵九中發(fā)放150份問(wèn)卷，回收有效問(wèn)卷139份。共回收有效問(wèn)卷289份，其中，初中一年級(jí)學(xué)生92人，初中二年級(jí)學(xué)生108人，初中三年級(jí)學(xué)生89人；男生140人，女生149人；城市學(xué)生150人，農(nóng)村學(xué)生139人。
（二）研究工具
自編初中生學(xué)校恐懼問(wèn)卷。通過(guò)參閱大量有關(guān)焦慮、恐懼、學(xué)?？謶?、學(xué)校焦慮等文獻(xiàn)，對(duì)30名初
中生及6名初中教師進(jìn)行訪問(wèn)，并參照閆榮雙對(duì)初中生學(xué)?？謶值慕Y(jié)構(gòu)劃分，將學(xué)校恐懼的內(nèi)涵界定為“在學(xué)校情景中，學(xué)生感知到由學(xué)習(xí)壓力、同伴交往、教育方法、校園暴力、學(xué)校紀(jì)律及教學(xué)設(shè)備等因素產(chǎn)生的威脅，從而誘發(fā)的情緒反應(yīng)?！盵15]圍繞這一內(nèi)涵界定，結(jié)合收集到的有關(guān)學(xué)?？謶值木唧w內(nèi)容，反復(fù)篩選，擬將20道具有代表性的題目作為學(xué)?？謶值膯?wèn)卷項(xiàng)目。根據(jù)對(duì)學(xué)?？謶值亩x和部分心理學(xué)老師、研究生及初中老師的意見，最終擬定學(xué)校恐懼問(wèn)卷由以下4方面構(gòu)成，即對(duì)逃離學(xué)校環(huán)境的幻想、對(duì)學(xué)校壓力的認(rèn)知、對(duì)學(xué)校情境中易出現(xiàn)問(wèn)題的擔(dān)心和對(duì)學(xué)校人際關(guān)系的焦慮，最后形成包括4個(gè)項(xiàng)目的最終問(wèn)卷，每個(gè)題目設(shè)置5個(gè)選項(xiàng)即“總是”“經(jīng)?！薄坝袝r(shí)”“偶爾”“從不”，采用反向計(jì)分法。在問(wèn)卷初步編制后，對(duì)100名初中生進(jìn)行預(yù)測(cè)驗(yàn)，結(jié)果表明，克龍巴赫系數(shù)為0.701。
一般自我效能感量表（General Self-Efficacy Scale）。采取張建新和Schwarzer編制的一般自我效能感量表，共10個(gè)項(xiàng)目，采用李克特4級(jí)評(píng)分，此量表為單維量表，只統(tǒng)計(jì)總量表分。該量表的克龍巴赫系數(shù)為0.87，重測(cè)信度為0.83，折半信度為0.82。
中學(xué)生應(yīng)對(duì)方式量表（Coping Style Scale For Secondary Student）。采取張作記編制的中學(xué)生應(yīng)對(duì)方式量表，該量表有2個(gè)分量表即“指向問(wèn)題的應(yīng)對(duì)方式”與“指向情緒的應(yīng)對(duì)方式”。該量表的克龍巴赫系數(shù)為0.92，重測(cè)信度為0.89，因素分析結(jié)果顯示量表的結(jié)構(gòu)效度較好。
家庭關(guān)懷度指數(shù)（Family APGAR Index）。采取Smilkstein醫(yī)師設(shè)計(jì)的家庭關(guān)懷度指數(shù)量表，包括適應(yīng)度（Adaptation）、合作度（Partnership）、成長(zhǎng)度（Growth）、情感度（Affection）、親密度（Resolve）等5個(gè)因子，共5個(gè)項(xiàng)目，采用3級(jí)評(píng)分。該量表的再測(cè)信度為0.8-0.83，且具有良好的預(yù)測(cè)效度。
社會(huì)支持評(píng)定量表（Social Support Rating Scale）。采取肖水源編制的社會(huì)支持評(píng)定量表，包括客觀支持（共3個(gè)條目）、主觀支持（共4個(gè)條目）和對(duì)社會(huì)支持的利用度（共3個(gè)條目）等3個(gè)因子。該問(wèn)卷的克隆巴赫系數(shù)為0.90，重測(cè)信度為0.92，且具有較好的預(yù)測(cè)效度。
（三）研究過(guò)程及數(shù)據(jù)處理
以班級(jí)為單位進(jìn)行團(tuán)體施測(cè)，被試逐項(xiàng)填寫，5份問(wèn)卷一次性完成。利用SPSS19.0對(duì)數(shù)據(jù)進(jìn)行t檢驗(yàn)、單因素方差分析、相關(guān)分析及多層回歸分析。
三、研究結(jié)果與分析
（一）初中生學(xué)?？謶值幕厩闆r
對(duì)初中生在學(xué)?？謶謫?wèn)卷上的得分進(jìn)行描述統(tǒng)計(jì)，采用獨(dú)立樣本t檢驗(yàn)對(duì)初中生學(xué)校恐懼的性別、城鄉(xiāng)差異進(jìn)行比較，統(tǒng)計(jì)結(jié)果見表1。
表1 不同性別、來(lái)源初中生在學(xué)?？謶謫?wèn)卷的得分情況（M±SD）
從表1可知，初中男生在學(xué)?？謶謫?wèn)卷上得分略高于女生，但不具有統(tǒng)計(jì)學(xué)意義，說(shuō)明男女生在學(xué)?？謶謫?wèn)題上基本相同；農(nóng)村初中生在學(xué)?？謶謫?wèn)卷上得分顯著高于城市初中生的得分。對(duì)初中各年級(jí)在學(xué)?？謶謫?wèn)卷上的得分進(jìn)行描述統(tǒng)計(jì)，并進(jìn)行單因素方差分析，統(tǒng)計(jì)結(jié)果見表2。
表2 不同年級(jí)初中生在學(xué)?？謶謫?wèn)卷上的得分情況（M±SD）
從表2可知，不同年級(jí)在學(xué)?？謶謫?wèn)卷上的得分差異非常顯著，初三學(xué)生的學(xué)?？謶值梅肿罡撸醵?/p>
次之，初一最低。采用LSD（即最小顯著法）對(duì)不同年級(jí)學(xué)生在學(xué)校恐懼問(wèn)卷上的得分進(jìn)行事后檢驗(yàn)，結(jié)果發(fā)現(xiàn)，初一與初三學(xué)生得分差異非常顯著；初二與初三、初一與初二學(xué)生之間差異不顯著。
（二）初中生學(xué)?？謶峙c心理社會(huì)因素的相關(guān)分析
為考查學(xué)校恐懼與心理因素的關(guān)系，采用皮爾遜相關(guān)法對(duì)自我效能感、指向問(wèn)題的應(yīng)對(duì)方式、指向情緒的應(yīng)對(duì)方式和學(xué)?？謶謨蓛芍g分別計(jì)算相關(guān)系數(shù)，結(jié)果見表3。
表3 初中生學(xué)?？謶峙c心理因素的相關(guān)系數(shù)（r）
從表3可知，學(xué)?？謶峙c自我效能感、指向問(wèn)題的應(yīng)對(duì)方式呈顯著負(fù)相關(guān)，與指向情緒的應(yīng)對(duì)方式呈顯著正相關(guān)，表明自我效能感、指向問(wèn)題的應(yīng)對(duì)方式對(duì)學(xué)?？謶钟蟹e極作用，指向情緒的應(yīng)對(duì)方式對(duì)學(xué)?？謶钟邢麡O作用。
為考查學(xué)校恐懼與社會(huì)因素的關(guān)系，采用皮爾遜相關(guān)法對(duì)家庭關(guān)懷指數(shù)、適應(yīng)度、合作度、成長(zhǎng)度、情感度、親密度、社會(huì)支持和學(xué)?？謶謨蓛芍g分別計(jì)算相關(guān)系數(shù)，結(jié)果見表4。
表4 初中生學(xué)校恐懼與社會(huì)因素的相關(guān)系數(shù)（r）
從表4可知，學(xué)校恐懼與成長(zhǎng)度、社會(huì)支持、主觀支持、客觀支持、對(duì)支持的利用度呈顯著負(fù)相關(guān)，表明成長(zhǎng)度、社會(huì)支持、主觀支持、客觀支持、對(duì)支持的利用度等對(duì)學(xué)?？謶钟蟹e極作用；學(xué)?？謶峙c合作度、情感度、親密度、家庭關(guān)懷指數(shù)總分呈負(fù)相關(guān)，與適應(yīng)度呈正相關(guān)，但均不具有統(tǒng)計(jì)學(xué)意義。
（三）心理社會(huì)影響因素對(duì)初中生學(xué)?？謶值亩嘣鸩交貧w分析
以學(xué)?？謶挚偡譃橐蜃兞?，以自我效能感、指向問(wèn)題的應(yīng)對(duì)方式、指向情緒的應(yīng)對(duì)方式、適應(yīng)度、合作度、成長(zhǎng)度、情感度、親密度、主觀支持、客觀支持、對(duì)支持的利用度等因子為自變量進(jìn)行多元逐步回歸分析，結(jié)果發(fā)現(xiàn)有5個(gè)因子進(jìn)入了回歸方程（進(jìn)入水平0.05，剔除水平0.10）。其回歸方程的多元相關(guān)系數(shù)R=0.62，決定系數(shù)R2=0.38，調(diào)整后的R2=0.37，方差分析結(jié)果是F=34.85，P=0.000，說(shuō)明此回歸方程的有效性是較好的，具體結(jié)果見表5。
表5 心理社會(huì)影響因素對(duì)初中生學(xué)?？謶值亩嘣鸩交貧w分析
從表5可知，在進(jìn)入回歸方程的5個(gè)自變量中，自我效能感對(duì)學(xué)校恐懼的預(yù)測(cè)作用最大，指向情緒的應(yīng)對(duì)方式對(duì)學(xué)?？謶值念A(yù)測(cè)作用最小。具體說(shuō)來(lái)，自我效能感、成長(zhǎng)度、對(duì)支持的利用程度對(duì)學(xué)?？謶志哂蟹e極作用；指向情緒的應(yīng)對(duì)方式、適應(yīng)度對(duì)學(xué)?？謶钟邢麡O作用。
四、討論
（一）初中生學(xué)?？謶值幕厩闆r
在性別變量上，研究發(fā)現(xiàn)初中男生的學(xué)?？謶致愿哂谂?，但無(wú)顯著性差異，研究結(jié)果與他人研究有出入。在青春期，女生發(fā)育比男生早，心智也更加成熟，這使得女生在面對(duì)學(xué)校問(wèn)題上，和男生有一樣的甚至有更為成熟靈活的處理能力，因而在面對(duì)學(xué)校問(wèn)題時(shí)，女生的表現(xiàn)也不比男生差。
在城鄉(xiāng)變量上，研究發(fā)現(xiàn)農(nóng)村初中生的學(xué)?？謶诛@著高于城市初中生，與他人研究結(jié)果一致。這可能與農(nóng)村的生活環(huán)境、生活條件有關(guān)。心理健康教育、教學(xué)環(huán)境等教育因素也會(huì)影響初中生對(duì)學(xué)校的態(tài)度。近年來(lái)，農(nóng)村校園安全隱患日益成為威脅農(nóng)村初中生學(xué)習(xí)生活的一大因素。
在年級(jí)變量上，研究發(fā)現(xiàn)初三學(xué)生學(xué)?？謶值牡梅诛@著高于初一學(xué)生。這可能是因?yàn)槌跞龑W(xué)生相比初一和初二學(xué)生，面臨著升學(xué)壓力。本研究于3月份進(jìn)行，中考?jí)毫?duì)初三學(xué)生的影響更是顯而易見。
（二）影響初中生學(xué)?？謶值男睦砩鐣?huì)因素
1.自我效能感。調(diào)查發(fā)現(xiàn)，初中生自我效能感與學(xué)?？謶殖曙@著負(fù)相關(guān)，且自我效能感對(duì)學(xué)?？謶钟泻芎玫念A(yù)測(cè)作用，這說(shuō)明初中生的自我效能感越高，學(xué)?？謶炙絼t越低。根據(jù)班杜拉等人對(duì)自我效能感的定義，可以推斷，自我效能感也會(huì)影響學(xué)生在學(xué)習(xí)上的努力程度和堅(jiān)持性，影響學(xué)生在學(xué)校遇到困難時(shí)的態(tài)度，左右學(xué)生在學(xué)校的情緒。當(dāng)學(xué)生確信自己有能力取得好成績(jī)、有能力應(yīng)付在學(xué)校出現(xiàn)的各種問(wèn)題、有能力處理好同伴關(guān)系、有能力對(duì)自己的行為負(fù)責(zé)時(shí)，便能更好地融入學(xué)校環(huán)境。所以，要幫助初中生更好地適應(yīng)學(xué)校生活，自我效能感的培養(yǎng)應(yīng)成為學(xué)校及家庭教育的重要內(nèi)容。
2.應(yīng)對(duì)方式。調(diào)查發(fā)現(xiàn)，指向情緒的應(yīng)對(duì)方式與學(xué)?？謶殖曙@著正相關(guān)，且指向情緒的應(yīng)對(duì)方式對(duì)學(xué)?？謶志哂泻芎玫念A(yù)測(cè)作用，說(shuō)明當(dāng)學(xué)生采取指向情緒的應(yīng)對(duì)方式時(shí)，更容易產(chǎn)生學(xué)?？謶?。這與大多數(shù)研究結(jié)果一致。有研究表明，對(duì)初中生來(lái)說(shuō)，當(dāng)壓力可控時(shí)，使用“以問(wèn)題為焦點(diǎn)”的策略比較好，較少出現(xiàn)學(xué)?？謶?。學(xué)校是初中生經(jīng)常接觸且不可避免的場(chǎng)合，倘若采用指向情緒的應(yīng)對(duì)方式，企圖以忍耐、逃避、發(fā)泄情緒、幻想、否認(rèn)等方式來(lái)應(yīng)對(duì)學(xué)校恐懼，這顯然是不可取的，且失敗的應(yīng)對(duì)結(jié)果又加劇了學(xué)生對(duì)學(xué)校的恐懼，形成惡性循環(huán)。
采取指向問(wèn)題的應(yīng)對(duì)方式與學(xué)?？謶殖曙@著負(fù)相關(guān)，說(shuō)明采取指向問(wèn)題的應(yīng)對(duì)方式，例如問(wèn)題解決、尋求社會(huì)支持、積極的合理化解釋等，將減輕學(xué)校恐懼對(duì)初中生的威脅。所以，應(yīng)努力培養(yǎng)初中生形成以解決問(wèn)題為主的應(yīng)對(duì)方式。
3.家庭關(guān)懷。調(diào)查發(fā)現(xiàn)，家庭關(guān)懷指數(shù)中的4個(gè)因子（適應(yīng)度、合作度、情感度、親密度）與學(xué)校恐懼的相關(guān)不明顯，與已有研究結(jié)論不一致。這可能暗示，進(jìn)入中學(xué)階段后，初中生與同伴及老師的交往比與父母的交往更密切，即使家庭給予再多的關(guān)懷，也是“遠(yuǎn)水解不了近渴”，故清除學(xué)?？謶謶?yīng)更多地依賴個(gè)人的內(nèi)部力量，如自我效能感、應(yīng)對(duì)方式等。
成長(zhǎng)度與學(xué)?？謶殖曙@著負(fù)相關(guān)，且成長(zhǎng)度對(duì)學(xué)?？謶志哂泻芎玫念A(yù)測(cè)作用。成長(zhǎng)度指家庭成員在身心發(fā)展上得到其他成員支持與引導(dǎo)的程度。很明顯，這個(gè)因子相比于其他的4個(gè)因子，強(qiáng)調(diào)對(duì)孩子提供實(shí)際的幫助和指導(dǎo)。正如前面所論述的那樣，學(xué)校壓力對(duì)初中生來(lái)說(shuō)是長(zhǎng)期存在且不可避免的一種困擾，因而，如果父母注意用現(xiàn)實(shí)經(jīng)驗(yàn)指導(dǎo)孩子處理學(xué)習(xí)生活中的常見問(wèn)題，教會(huì)技巧，而非純說(shuō)教式的教育，將有利于緩解學(xué)?？謶值男睦怼?/p>
此外，適應(yīng)度對(duì)學(xué)校恐懼起到顯著的消極作用，這有悖于我們的常識(shí)經(jīng)驗(yàn)，這一點(diǎn)有待后續(xù)研究的深入探討。
4.社會(huì)支持。調(diào)查發(fā)現(xiàn)，學(xué)?？謶峙c社會(huì)支持、主觀支持、客觀支持、對(duì)支持的利用度有非常顯著的負(fù)相關(guān)關(guān)系，且“對(duì)支持的利用度”對(duì)學(xué)?？謶志哂休^好的預(yù)測(cè)作用，說(shuō)明初中生獲得的社會(huì)支持越多，學(xué)?？謶炙皆降停@與大多數(shù)研究結(jié)果一致。個(gè)體良好的社會(huì)支持網(wǎng)絡(luò)使其容易獲得自尊和自我效能
感，從而抑制心理問(wèn)題的產(chǎn)生，尤其是當(dāng)個(gè)體面對(duì)學(xué)校壓力時(shí)，社會(huì)支持一方面會(huì)降低個(gè)體對(duì)壓力的感受程度，另一方面也為個(gè)體提供了問(wèn)題解決的途徑，從而弱化學(xué)校恐懼對(duì)初中生的影響。
對(duì)支持的利用度也在緩解學(xué)?？謶址矫姘l(fā)揮著重要作用，這就提示我們，個(gè)體對(duì)社會(huì)支持的利用存在差異，有的學(xué)生雖然擁有眾多的社會(huì)支持資源，但卻不善于發(fā)現(xiàn)這些資源，甚至拒絕別人的幫助，這肯定不利于學(xué)?？謶謫?wèn)題的解決，所以應(yīng)將“獲得社會(huì)支持資源”與“善于利用社會(huì)資源”擺在同等重要的位置。
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- 地方依戀對(duì)大學(xué)生職業(yè)生涯決策的影響和啟示
- 社會(huì)主義核心價(jià)值觀融入學(xué)校課程探討
初中生學(xué)?？謶中睦砑捌溆绊懸蛩匮芯?/p>
姚愛貞
（鄭州大學(xué)教育系，河南鄭州450001）
[摘要]采取分層抽樣法抽取289名初中生，利用問(wèn)卷調(diào)查法對(duì)其進(jìn)行學(xué)?？謶帧⒆晕倚芨?、應(yīng)對(duì)方式、家庭關(guān)懷指數(shù)、社會(huì)支持等方面的調(diào)查。結(jié)果表明：（1）農(nóng)村初中生學(xué)校恐懼得分顯著高于城市初中生，初三學(xué)生學(xué)校恐懼得分顯著高于初一學(xué)生；（2）自我效能感、指向問(wèn)題的應(yīng)對(duì)方式、成長(zhǎng)度、社會(huì)支持、主觀支持、客觀支持及對(duì)支持的利用度對(duì)降低學(xué)?？謶志哂蟹e極作用，指向情緒的應(yīng)對(duì)方式對(duì)降低學(xué)?？謶志哂邢麡O作用；（3）自我效能感、指向情緒的應(yīng)對(duì)方式、成長(zhǎng)度、適應(yīng)度、對(duì)支持的利用程度對(duì)初中生學(xué)?？謶中睦砭哂休^好的預(yù)測(cè)作用。
[關(guān)鍵詞]初中生；學(xué)?？謶?；心理社會(huì)因素
[中圖分類號(hào)]G844.1
[文獻(xiàn)標(biāo)識(shí)碼]A
[文章編號(hào)]1674-3652（2015）02-0136-05
[收稿日期]2014-12-25
[作者簡(jiǎn)介]姚愛貞，女，河南鞏義人。主要從事中小學(xué)職業(yè)發(fā)展與教育研究。
Abstract:Loyalty and piety have been playing an important role in carrying the social ethics in traditional Chinese moral culture. Since the imperial regime of Qin and Han dynasties was established,“l(fā)oyalty”has become the basic principle of political moral. The combination of“piety”with“l(fā)oyalty”leads to the interpretation of“be loyal to the emperor with the piety”and“serve the emperor with piety”. The moral propaganda of piety and loyalty as a unity and the identification on different social strata have become an influential cultural phenomenon in the history of Chinese ideology. In the mainstream ideology of traditional Chinese moral,“l(fā)oyalty”plays a more important role. The so-called“be loyal to emperor with piety”and “seek loyalty from piety”are an embodiment of the special relations between“l(fā)oyalty”and“piety”. There has been a new round of research upsurge of Chinese chieftain system and chieftain culture. In 2013, the research was mainly conducted in the following aspects: 1. research of the basic theory and methods for chieftain system study; 2. research of the classic works about Chinese chieftain system and culture; 3. research of Chinese chieftain system itself; 4. research of changing from chieftain to flowing officials; 5. research of chieftain culture; 6. research of application of the list of world heritage. These researches have not only laid solid academic foundations for the construction of chieftain study, but also provided possibility for the effective exploitation of chieftain culture. However, there still exist some deficiencies in terms of research perspective, discourse system, research contents and methods, document sorting, academic monographs, and team cooperation. This article mainly focuses on the last three aspects. Taking Yongshun ancient chieftain town as a case study, this article explores the protection of historical sites. The value of historical sites is mainly embodied in its relevance of physical space with history. The space of the ancient chieftain town is an emblem of the power relationship between chieftain and local masses, and between chieftain and central imperial court. Its continuation of history relies on the belief ritual and daily life of the local masses. Currently, with the protection of historical sites and planning of space display, the protection conception of outer planners is contradictory to the local residents’daily life and future development. The writer of this article holds that the view of dynamic protection by agglomerating local cultural identity should be the new direction for the protection of historical sites. A lot of bronze weapons were found to have been destroyed in the tombs in Ba and Chu areas during the period from Warring State to Western Han and Eastern Han Dynasties. This peculiar funeral custom was in fact the inheritance and continuation of the funeral custom of Central Plains during Western Zhou period. Apart from the primitive religious ideas about exorcism and counteracting evil force and the differences of weapon between human and ghosts, it was closely related to the change of social climate at that time. Situated in the remote southwest, Guizhou had not been well-known to the outsiders until Ming and Qing dynasties when, with the entrance of the central power, there were more and more scholars from outside, causing a surge of writing about social life in Guizhou. Some of the guest scholars left a lot of texts about Miao people’s living, food, clothes, rituals, and customs, displaying to the outside people the colorful life of Miao people. But the majority of descriptions are based only on the writers’life experience, with some imagined elements which deviate from the historical fact. Wulingshan area in southeast Chongqing is functionally established as limited and forbidden development area on the national level and ecological protection development area on Chongqing municipal level. As the limited and forbidden development area is a typical problem area, the promotion of functional area needs the nation to construct and improve special development policy which should focus on the following five aspects: central public financial policy, national ecological compensation policy, public service policy, new urbanization policy, and green ecological industrial policy. China’s international status has been one of the foci of history study. Based on the research achievements in the past 20 years, the writer of this article focuses on the analysis of the major views related to the field, and at the same time summarizes the causes for the changes of China’s international status during the war of resistance against Japanese, as well as the relationship between the changes and international order. On the basis of the researches of former scholars, the writer attempts to provide some suggestions for extending the research field. Of the linguistic characteristics of legal materials on bamboo slips in Qin and Han dynasties, abbreviation is remarkable. Through textual research, the writer of this article finds that“zhan wei cheng dan”is abbreviated from“zhan zuo zhi wei cheng dan”，“fa er yue”from“fa zi lao er ge yue”，“yuan”from“yue yuan”and“xia”from“qu xia”，“qu”is from“qu shu，“dian”from“l(fā)i dian”，“l(fā)ao”from“wu lao”and “mian lao”. The knowledge of these abbreviations will help us correctly understand the legal texts of Qin and Han dynasties and better know ancient China’s legal system. In the context of repeated review of classics, heterogeneity of Hibiscus Town is found to have overthrown the heroic tradition in the mainstream literary narration and created a weak and incompetent male world. Through bold and ethnic writing of female body, the novel expresses the rationality of personal desire concealed by the state discourse. While borrowing the mainstream narration mode, the novel makes use of a lot of local resources to form knowledge of locality with independent perspective. We may regard the novel as an important resource for constructing the current literary tradition. On January 17th, 2014, People’s Daily published a written conversation discussing the relationship between current literature and history. After that, Literary Review launched another written conversation on the second issue of 2014 on“l(fā)iterature cannot be devoid of history”. After analyzing some literary phenomena, the writer of this article holds that although literature is related to history, it cannot replace history and vice versa. Both Socrates and Plato were the founders and great achievers of ancient Greek philosophy, but they were quite different in their pursuit of social justice and goodness. From the perspective of ethics, the writers of this article focus on the differences in terms of background, contents, goal and influences of their ethical theories, so as to achieve a deeper understanding and cognition of their thoughts. The knowledge value, method value, thought value and humanity value in the socialist core value are the value soul of school curricula, the value standard for the development of school curricula, and conciseness of core concept and objection reconstruction; they are the value scale and method choice of content innovation organization of school curricula, and the spiritual pursuit of school curricular practictioners. They act on the curricular practice in every way and throughout the whole process. By the identification of curricular practioner with socialist core value, they are integrated into the value objective of school curricula.
一、問(wèn)題的提出
良好的心理素質(zhì)是中小學(xué)生素質(zhì)教育中的重要組成部分。初中生正處于身心發(fā)展的加速期和過(guò)渡期，隨著生理及心理的發(fā)育和發(fā)展、社會(huì)閱歷及思維方式的擴(kuò)展和變化，他們將面臨學(xué)習(xí)、生活、人際交往、升學(xué)就業(yè)和自我意識(shí)等諸多方面的心理困惑及壓力。張向葵（2001）指出，學(xué)校是初中生接觸最多的場(chǎng)所，學(xué)校生活是否順利對(duì)初中生的心理健康有直接的影響[1] [2]。國(guó)內(nèi)外有關(guān)學(xué)?？謶值难芯看蠖嗉杏趯W(xué)齡兒童，有關(guān)初中生學(xué)?？謶值难芯坎欢唷Ｈ欢F(xiàn)實(shí)表明，初中生的學(xué)?？謶忠殉蔀橛绊懗踔猩鷮W(xué)習(xí)及生活的重要因素，并給家長(zhǎng)、學(xué)校及社會(huì)帶來(lái)很大的困擾。
學(xué)?？謶质乔嗌倌曛谐Ｒ姷囊环N心理障礙,學(xué)?？謶植⒉皇且粋€(gè)專用的醫(yī)學(xué)術(shù)語(yǔ)，有些人也稱它為“學(xué)校拒斥”“學(xué)?？植馈薄皯謱W(xué)癥”。綜合他人的研究成果，我們將學(xué)?？謶侄x為：學(xué)生對(duì)學(xué)校產(chǎn)生厭惡傾向并伴有試圖回避學(xué)校的行為。關(guān)于不同類別初中生學(xué)校恐懼差異的研究結(jié)果主要集中在以下幾個(gè)方面：
第一，初中女生較之男生更容易產(chǎn)生學(xué)?？謶謨A向[3] [4]。
第二，農(nóng)村初中生較之城市初中生更容易產(chǎn)生學(xué)?？謶謨A向[3]。
第三，關(guān)于初中生學(xué)校恐懼的年級(jí)差異，研究結(jié)論不盡相同[5] [6]。
已有研究表明，初中生的自我效能感、應(yīng)對(duì)方式、家庭關(guān)懷度、社會(huì)支持均顯著影響學(xué)校恐懼[7-14]。這里通過(guò)對(duì)初中生學(xué)校恐懼特點(diǎn)及心理社會(huì)影響因素的研究，希望為初中生心理健康教育提供借鑒。
二、研究過(guò)程
（一）研究對(duì)象
采取分層整群抽樣法，于2014年在杭州市機(jī)場(chǎng)路中學(xué)發(fā)放150份問(wèn)卷，回收有效問(wèn)卷150份；在涪陵九中發(fā)放150份問(wèn)卷，回收有效問(wèn)卷139份。共回收有效問(wèn)卷289份，其中，初中一年級(jí)學(xué)生92人，初中二年級(jí)學(xué)生108人，初中三年級(jí)學(xué)生89人；男生140人，女生149人；城市學(xué)生150人，農(nóng)村學(xué)生139人。
（二）研究工具
自編初中生學(xué)校恐懼問(wèn)卷。通過(guò)參閱大量有關(guān)焦慮、恐懼、學(xué)?？謶?、學(xué)校焦慮等文獻(xiàn)，對(duì)30名初
中生及6名初中教師進(jìn)行訪問(wèn)，并參照閆榮雙對(duì)初中生學(xué)?？謶值慕Y(jié)構(gòu)劃分，將學(xué)校恐懼的內(nèi)涵界定為“在學(xué)校情景中，學(xué)生感知到由學(xué)習(xí)壓力、同伴交往、教育方法、校園暴力、學(xué)校紀(jì)律及教學(xué)設(shè)備等因素產(chǎn)生的威脅，從而誘發(fā)的情緒反應(yīng)?！盵15]圍繞這一內(nèi)涵界定，結(jié)合收集到的有關(guān)學(xué)?？謶值木唧w內(nèi)容，反復(fù)篩選，擬將20道具有代表性的題目作為學(xué)?？謶值膯?wèn)卷項(xiàng)目。根據(jù)對(duì)學(xué)?？謶值亩x和部分心理學(xué)老師、研究生及初中老師的意見，最終擬定學(xué)校恐懼問(wèn)卷由以下4方面構(gòu)成，即對(duì)逃離學(xué)校環(huán)境的幻想、對(duì)學(xué)校壓力的認(rèn)知、對(duì)學(xué)校情境中易出現(xiàn)問(wèn)題的擔(dān)心和對(duì)學(xué)校人際關(guān)系的焦慮，最后形成包括4個(gè)項(xiàng)目的最終問(wèn)卷，每個(gè)題目設(shè)置5個(gè)選項(xiàng)即“總是”“經(jīng)?！薄坝袝r(shí)”“偶爾”“從不”，采用反向計(jì)分法。在問(wèn)卷初步編制后，對(duì)100名初中生進(jìn)行預(yù)測(cè)驗(yàn)，結(jié)果表明，克龍巴赫系數(shù)為0.701。
一般自我效能感量表（General Self-Efficacy Scale）。采取張建新和Schwarzer編制的一般自我效能感量表，共10個(gè)項(xiàng)目，采用李克特4級(jí)評(píng)分，此量表為單維量表，只統(tǒng)計(jì)總量表分。該量表的克龍巴赫系數(shù)為0.87，重測(cè)信度為0.83，折半信度為0.82。
中學(xué)生應(yīng)對(duì)方式量表（Coping Style Scale For Secondary Student）。采取張作記編制的中學(xué)生應(yīng)對(duì)方式量表，該量表有2個(gè)分量表即“指向問(wèn)題的應(yīng)對(duì)方式”與“指向情緒的應(yīng)對(duì)方式”。該量表的克龍巴赫系數(shù)為0.92，重測(cè)信度為0.89，因素分析結(jié)果顯示量表的結(jié)構(gòu)效度較好。
家庭關(guān)懷度指數(shù)（Family APGAR Index）。采取Smilkstein醫(yī)師設(shè)計(jì)的家庭關(guān)懷度指數(shù)量表，包括適應(yīng)度（Adaptation）、合作度（Partnership）、成長(zhǎng)度（Growth）、情感度（Affection）、親密度（Resolve）等5個(gè)因子，共5個(gè)項(xiàng)目，采用3級(jí)評(píng)分。該量表的再測(cè)信度為0.8-0.83，且具有良好的預(yù)測(cè)效度。
社會(huì)支持評(píng)定量表（Social Support Rating Scale）。采取肖水源編制的社會(huì)支持評(píng)定量表，包括客觀支持（共3個(gè)條目）、主觀支持（共4個(gè)條目）和對(duì)社會(huì)支持的利用度（共3個(gè)條目）等3個(gè)因子。該問(wèn)卷的克隆巴赫系數(shù)為0.90，重測(cè)信度為0.92，且具有較好的預(yù)測(cè)效度。
（三）研究過(guò)程及數(shù)據(jù)處理
以班級(jí)為單位進(jìn)行團(tuán)體施測(cè)，被試逐項(xiàng)填寫，5份問(wèn)卷一次性完成。利用SPSS19.0對(duì)數(shù)據(jù)進(jìn)行t檢驗(yàn)、單因素方差分析、相關(guān)分析及多層回歸分析。
三、研究結(jié)果與分析
（一）初中生學(xué)?？謶值幕厩闆r
對(duì)初中生在學(xué)?？謶謫?wèn)卷上的得分進(jìn)行描述統(tǒng)計(jì)，采用獨(dú)立樣本t檢驗(yàn)對(duì)初中生學(xué)校恐懼的性別、城鄉(xiāng)差異進(jìn)行比較，統(tǒng)計(jì)結(jié)果見表1。
表1 不同性別、來(lái)源初中生在學(xué)?？謶謫?wèn)卷的得分情況（M±SD）
從表1可知，初中男生在學(xué)?？謶謫?wèn)卷上得分略高于女生，但不具有統(tǒng)計(jì)學(xué)意義，說(shuō)明男女生在學(xué)?？謶謫?wèn)題上基本相同；農(nóng)村初中生在學(xué)?？謶謫?wèn)卷上得分顯著高于城市初中生的得分。對(duì)初中各年級(jí)在學(xué)?？謶謫?wèn)卷上的得分進(jìn)行描述統(tǒng)計(jì)，并進(jìn)行單因素方差分析，統(tǒng)計(jì)結(jié)果見表2。
表2 不同年級(jí)初中生在學(xué)?？謶謫?wèn)卷上的得分情況（M±SD）
從表2可知，不同年級(jí)在學(xué)?？謶謫?wèn)卷上的得分差異非常顯著，初三學(xué)生的學(xué)?？謶值梅肿罡撸醵?/p>
次之，初一最低。采用LSD（即最小顯著法）對(duì)不同年級(jí)學(xué)生在學(xué)校恐懼問(wèn)卷上的得分進(jìn)行事后檢驗(yàn)，結(jié)果發(fā)現(xiàn)，初一與初三學(xué)生得分差異非常顯著；初二與初三、初一與初二學(xué)生之間差異不顯著。
（二）初中生學(xué)?？謶峙c心理社會(huì)因素的相關(guān)分析
為考查學(xué)校恐懼與心理因素的關(guān)系，采用皮爾遜相關(guān)法對(duì)自我效能感、指向問(wèn)題的應(yīng)對(duì)方式、指向情緒的應(yīng)對(duì)方式和學(xué)?？謶謨蓛芍g分別計(jì)算相關(guān)系數(shù)，結(jié)果見表3。
表3 初中生學(xué)?？謶峙c心理因素的相關(guān)系數(shù)（r）
從表3可知，學(xué)?？謶峙c自我效能感、指向問(wèn)題的應(yīng)對(duì)方式呈顯著負(fù)相關(guān)，與指向情緒的應(yīng)對(duì)方式呈顯著正相關(guān)，表明自我效能感、指向問(wèn)題的應(yīng)對(duì)方式對(duì)學(xué)?？謶钟蟹e極作用，指向情緒的應(yīng)對(duì)方式對(duì)學(xué)?？謶钟邢麡O作用。
為考查學(xué)校恐懼與社會(huì)因素的關(guān)系，采用皮爾遜相關(guān)法對(duì)家庭關(guān)懷指數(shù)、適應(yīng)度、合作度、成長(zhǎng)度、情感度、親密度、社會(huì)支持和學(xué)?？謶謨蓛芍g分別計(jì)算相關(guān)系數(shù)，結(jié)果見表4。
表4 初中生學(xué)校恐懼與社會(huì)因素的相關(guān)系數(shù)（r）
從表4可知，學(xué)校恐懼與成長(zhǎng)度、社會(huì)支持、主觀支持、客觀支持、對(duì)支持的利用度呈顯著負(fù)相關(guān)，表明成長(zhǎng)度、社會(huì)支持、主觀支持、客觀支持、對(duì)支持的利用度等對(duì)學(xué)?？謶钟蟹e極作用；學(xué)?？謶峙c合作度、情感度、親密度、家庭關(guān)懷指數(shù)總分呈負(fù)相關(guān)，與適應(yīng)度呈正相關(guān)，但均不具有統(tǒng)計(jì)學(xué)意義。
（三）心理社會(huì)影響因素對(duì)初中生學(xué)?？謶值亩嘣鸩交貧w分析
以學(xué)?？謶挚偡譃橐蜃兞?，以自我效能感、指向問(wèn)題的應(yīng)對(duì)方式、指向情緒的應(yīng)對(duì)方式、適應(yīng)度、合作度、成長(zhǎng)度、情感度、親密度、主觀支持、客觀支持、對(duì)支持的利用度等因子為自變量進(jìn)行多元逐步回歸分析，結(jié)果發(fā)現(xiàn)有5個(gè)因子進(jìn)入了回歸方程（進(jìn)入水平0.05，剔除水平0.10）。其回歸方程的多元相關(guān)系數(shù)R=0.62，決定系數(shù)R2=0.38，調(diào)整后的R2=0.37，方差分析結(jié)果是F=34.85，P=0.000，說(shuō)明此回歸方程的有效性是較好的，具體結(jié)果見表5。
表5 心理社會(huì)影響因素對(duì)初中生學(xué)?？謶值亩嘣鸩交貧w分析
從表5可知，在進(jìn)入回歸方程的5個(gè)自變量中，自我效能感對(duì)學(xué)校恐懼的預(yù)測(cè)作用最大，指向情緒的應(yīng)對(duì)方式對(duì)學(xué)?？謶值念A(yù)測(cè)作用最小。具體說(shuō)來(lái)，自我效能感、成長(zhǎng)度、對(duì)支持的利用程度對(duì)學(xué)?？謶志哂蟹e極作用；指向情緒的應(yīng)對(duì)方式、適應(yīng)度對(duì)學(xué)?？謶钟邢麡O作用。
四、討論
（一）初中生學(xué)?？謶值幕厩闆r
在性別變量上，研究發(fā)現(xiàn)初中男生的學(xué)?？謶致愿哂谂?，但無(wú)顯著性差異，研究結(jié)果與他人研究有出入。在青春期，女生發(fā)育比男生早，心智也更加成熟，這使得女生在面對(duì)學(xué)校問(wèn)題上，和男生有一樣的甚至有更為成熟靈活的處理能力，因而在面對(duì)學(xué)校問(wèn)題時(shí)，女生的表現(xiàn)也不比男生差。
在城鄉(xiāng)變量上，研究發(fā)現(xiàn)農(nóng)村初中生的學(xué)?？謶诛@著高于城市初中生，與他人研究結(jié)果一致。這可能與農(nóng)村的生活環(huán)境、生活條件有關(guān)。心理健康教育、教學(xué)環(huán)境等教育因素也會(huì)影響初中生對(duì)學(xué)校的態(tài)度。近年來(lái)，農(nóng)村校園安全隱患日益成為威脅農(nóng)村初中生學(xué)習(xí)生活的一大因素。
在年級(jí)變量上，研究發(fā)現(xiàn)初三學(xué)生學(xué)?？謶值牡梅诛@著高于初一學(xué)生。這可能是因?yàn)槌跞龑W(xué)生相比初一和初二學(xué)生，面臨著升學(xué)壓力。本研究于3月份進(jìn)行，中考?jí)毫?duì)初三學(xué)生的影響更是顯而易見。
（二）影響初中生學(xué)?？謶值男睦砩鐣?huì)因素
1.自我效能感。調(diào)查發(fā)現(xiàn)，初中生自我效能感與學(xué)?？謶殖曙@著負(fù)相關(guān)，且自我效能感對(duì)學(xué)?？謶钟泻芎玫念A(yù)測(cè)作用，這說(shuō)明初中生的自我效能感越高，學(xué)?？謶炙絼t越低。根據(jù)班杜拉等人對(duì)自我效能感的定義，可以推斷，自我效能感也會(huì)影響學(xué)生在學(xué)習(xí)上的努力程度和堅(jiān)持性，影響學(xué)生在學(xué)校遇到困難時(shí)的態(tài)度，左右學(xué)生在學(xué)校的情緒。當(dāng)學(xué)生確信自己有能力取得好成績(jī)、有能力應(yīng)付在學(xué)校出現(xiàn)的各種問(wèn)題、有能力處理好同伴關(guān)系、有能力對(duì)自己的行為負(fù)責(zé)時(shí)，便能更好地融入學(xué)校環(huán)境。所以，要幫助初中生更好地適應(yīng)學(xué)校生活，自我效能感的培養(yǎng)應(yīng)成為學(xué)校及家庭教育的重要內(nèi)容。
2.應(yīng)對(duì)方式。調(diào)查發(fā)現(xiàn)，指向情緒的應(yīng)對(duì)方式與學(xué)?？謶殖曙@著正相關(guān)，且指向情緒的應(yīng)對(duì)方式對(duì)學(xué)?？謶志哂泻芎玫念A(yù)測(cè)作用，說(shuō)明當(dāng)學(xué)生采取指向情緒的應(yīng)對(duì)方式時(shí)，更容易產(chǎn)生學(xué)?？謶?。這與大多數(shù)研究結(jié)果一致。有研究表明，對(duì)初中生來(lái)說(shuō)，當(dāng)壓力可控時(shí)，使用“以問(wèn)題為焦點(diǎn)”的策略比較好，較少出現(xiàn)學(xué)?？謶?。學(xué)校是初中生經(jīng)常接觸且不可避免的場(chǎng)合，倘若采用指向情緒的應(yīng)對(duì)方式，企圖以忍耐、逃避、發(fā)泄情緒、幻想、否認(rèn)等方式來(lái)應(yīng)對(duì)學(xué)校恐懼，這顯然是不可取的，且失敗的應(yīng)對(duì)結(jié)果又加劇了學(xué)生對(duì)學(xué)校的恐懼，形成惡性循環(huán)。
采取指向問(wèn)題的應(yīng)對(duì)方式與學(xué)?？謶殖曙@著負(fù)相關(guān)，說(shuō)明采取指向問(wèn)題的應(yīng)對(duì)方式，例如問(wèn)題解決、尋求社會(huì)支持、積極的合理化解釋等，將減輕學(xué)校恐懼對(duì)初中生的威脅。所以，應(yīng)努力培養(yǎng)初中生形成以解決問(wèn)題為主的應(yīng)對(duì)方式。
3.家庭關(guān)懷。調(diào)查發(fā)現(xiàn)，家庭關(guān)懷指數(shù)中的4個(gè)因子（適應(yīng)度、合作度、情感度、親密度）與學(xué)校恐懼的相關(guān)不明顯，與已有研究結(jié)論不一致。這可能暗示，進(jìn)入中學(xué)階段后，初中生與同伴及老師的交往比與父母的交往更密切，即使家庭給予再多的關(guān)懷，也是“遠(yuǎn)水解不了近渴”，故清除學(xué)?？謶謶?yīng)更多地依賴個(gè)人的內(nèi)部力量，如自我效能感、應(yīng)對(duì)方式等。
成長(zhǎng)度與學(xué)?？謶殖曙@著負(fù)相關(guān)，且成長(zhǎng)度對(duì)學(xué)?？謶志哂泻芎玫念A(yù)測(cè)作用。成長(zhǎng)度指家庭成員在身心發(fā)展上得到其他成員支持與引導(dǎo)的程度。很明顯，這個(gè)因子相比于其他的4個(gè)因子，強(qiáng)調(diào)對(duì)孩子提供實(shí)際的幫助和指導(dǎo)。正如前面所論述的那樣，學(xué)校壓力對(duì)初中生來(lái)說(shuō)是長(zhǎng)期存在且不可避免的一種困擾，因而，如果父母注意用現(xiàn)實(shí)經(jīng)驗(yàn)指導(dǎo)孩子處理學(xué)習(xí)生活中的常見問(wèn)題，教會(huì)技巧，而非純說(shuō)教式的教育，將有利于緩解學(xué)?？謶值男睦怼?/p>
此外，適應(yīng)度對(duì)學(xué)校恐懼起到顯著的消極作用，這有悖于我們的常識(shí)經(jīng)驗(yàn)，這一點(diǎn)有待后續(xù)研究的深入探討。
4.社會(huì)支持。調(diào)查發(fā)現(xiàn)，學(xué)?？謶峙c社會(huì)支持、主觀支持、客觀支持、對(duì)支持的利用度有非常顯著的負(fù)相關(guān)關(guān)系，且“對(duì)支持的利用度”對(duì)學(xué)?？謶志哂休^好的預(yù)測(cè)作用，說(shuō)明初中生獲得的社會(huì)支持越多，學(xué)?？謶炙皆降停@與大多數(shù)研究結(jié)果一致。個(gè)體良好的社會(huì)支持網(wǎng)絡(luò)使其容易獲得自尊和自我效能
感，從而抑制心理問(wèn)題的產(chǎn)生，尤其是當(dāng)個(gè)體面對(duì)學(xué)校壓力時(shí)，社會(huì)支持一方面會(huì)降低個(gè)體對(duì)壓力的感受程度，另一方面也為個(gè)體提供了問(wèn)題解決的途徑，從而弱化學(xué)校恐懼對(duì)初中生的影響。
對(duì)支持的利用度也在緩解學(xué)?？謶址矫姘l(fā)揮著重要作用，這就提示我們，個(gè)體對(duì)社會(huì)支持的利用存在差異，有的學(xué)生雖然擁有眾多的社會(huì)支持資源，但卻不善于發(fā)現(xiàn)這些資源，甚至拒絕別人的幫助，這肯定不利于學(xué)?？謶謫?wèn)題的解決，所以應(yīng)將“獲得社會(huì)支持資源”與“善于利用社會(huì)資源”擺在同等重要的位置。
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