摘要
为了探讨学前教育专业大学生自我和谐与自我接纳二者的关系。采用自我和谐量表、自我接纳量表对179名学前教育专业大学生的自我和谐与自我接纳状况进行调查。结果表明:学前教育专业大学生自我和谐与自我接纳水平整体上有待进一步提升;学前教育专业大学生的自我和谐总均分、自我与经验的不和谐因子在生源地变量上存在显著差异,自我的刻板性因子在年级变量上存在显著差异;学前教育专业大学生自我接纳总均分及自我评价、自我接纳因子在年级变量上存在显著差异;学前教育专业大学生自我和谐与自我接纳存在显著的负相关(自我和谐得分越高,自我和谐水平越低),并且学前教育专业大学生自我和谐对自我接纳存在一定的预测作用。结论:学前教育专业大学生自我和谐对自我接纳有重要而积极的影响。
In order to explore the relationship between self-consistency and self-acceptance of college students majoring in preschool education.Self-consistency and self-acceptance scales are used to investigate the self-consistency and self-acceptance of 179 preschool education majors.Results show that the self-consistency and self-acceptance of preschool education majors need to be further improved.The preschool education majors’ self-consistency score,self-experience and disharmony factors are significantly different in the variable of students’ birthplace,and the self-stereotyping factors are significantly different in the variable of grade-level;the preschool education majors’ self-acceptance,self-evaluation and self-acceptance factors have significant differences in the variable of grade-level.There is a significant negative correlation between self-consistency and self-acceptance of preschool majors (the higher the self-harmony score,the lower the level of self-harmony),and the preschool education self-consistency has a certain predictive effect on self-acceptance.Conclusion: Self-harmony of pre-school students has an important and positive impact on self-acceptance.
作者
张晓州
彭婷
洪頵
ZHANG Xiao-zhou;PENG Ting;HONG Yun(School of Education,Tongren Normal University,Tongren 554300,China;Institute of Education Science,Guizhou Normal University,Guiyang 5500252,China)
出处
《陕西学前师范学院学报》
2019年第3期44-50,共7页
Journal of Shaanxi Xueqian Normal University
关键词
学前教育专业
大学生
自我和谐
自我接纳
preschool education
college students
self-consistency
self-acceptance
