摘要
目的考察哈尼族中学生的学校适应状况及民族文化认同的关系。方法采用自编哈尼族青少年学生文化认同问卷和学校适应行为问卷对621名哈尼族中学生施测。结果 1哈尼族中学生的学校适应处于中等以上水平,不同家庭住地(F=3.20,P<0.05)、年级(χ2=51.10,P<0.001)哈尼族中学生的学校适应水平差异均具有统计学意义,农村学生的学业适应得分高于乡镇学生(P<0.05);县城学生的情绪管理、人际沟通得分均高于乡村学生(P<0.01,P<0.01);乡镇学生的总问卷分值显著低于县城和农村学生(P均<0.05);2数据点折线图显示,哈尼族中学生学校适应问卷总均分及5个维度得分,随年级递升呈曲折变化趋势,有升有降;3哈尼族中学生的学校适应与民族文化认同有关,受民族接纳、社会俗约因素的影响,分别具有正向和负向预测效应(P均<0.001)。结论哈尼族中学生学校适应受家庭住地、年级的影响,不同维度呈非平衡性发展特点,与民族文化认同存在关联性。
Objective To explore the status of school adjustment and its relation to ethno-cultural identity for Hani middle and high school students.Methods Cultural Identity Questionnaire and School Adjustable Behaviors Survey for Hani Adolescent Students were used to test 621 students,in Honghe prefecture,Yunnan Priovince.Results ①The average scores of school adjustment and its dimensions were more than median value 3 for Hani adolescent students,existing statistically significant difference among family residences or grades（F=3.20,P0.05;χ2=51.10,P0.001）.The score of the students in rural areas was higher than that of the students in town areas about academic adjustment（P0.05）,and the scores of students in counties were higher than that of the students in town or rural areas concerning emotional management,interpersonal communication（P0.01 or P0.01）,meanwhile,the total mean value of students in towns was significantly lower than that of students in counties or rural areas（P0.05）.②As the graph of data points were seen,with the transference of grades,the development of their school adjustments appeared the winding changes.③The correlate analysis showed that for Hani adolescent students,4 dimensions of ethno-cultural identity were associated with their school adjustments.Multiple stepwise regression analysis indicated that racial acceptance and social convention were important factors influencing their school adjustments,and were excellently positive or negative predictors of school adjustments（P0.001）.Conclusion Family residences and grades are important factors influencing the degree of school adjustments for Hani students,and different dimensions take on non-equilibrium developmental tendency,and relating to their ethno-cultural identity.
出处
《中国健康心理学杂志》
2010年第10期1214-1217,共4页
China Journal of Health Psychology
基金
云南省哲社规划青年课题(批准号:QN2009035)
云南省教育科学规划课题(批准号:GG09006)
红河学院博硕科研启动项目(编号:XSS07019)
关键词
哈尼族
中学生
学校适应
民族文化认同
Hani minority
Middle and high school students
School adjustments
Ethno-cultural identity
