周英, 江亚婷, 时光霞, 梁卫红, 姚荣英. 外显自尊在中学生人际归因方式与交往焦虑间的中介作用[J]. 蚌埠医学院学报, 2013, 37(4): 451-454.
    引用本文: 周英, 江亚婷, 时光霞, 梁卫红, 姚荣英. 外显自尊在中学生人际归因方式与交往焦虑间的中介作用[J]. 蚌埠医学院学报, 2013, 37(4): 451-454.
    ZHOU Ying, JIANG Ya-ting, SHI Guang-xia, LIANG Wei-hong, YAO Rong-ying. The mediating effects of explicit self-esteem on the interpersonal attribution style and interaction anxiousness in middle school students[J]. Journal of Bengbu Medical College, 2013, 37(4): 451-454.
    Citation: ZHOU Ying, JIANG Ya-ting, SHI Guang-xia, LIANG Wei-hong, YAO Rong-ying. The mediating effects of explicit self-esteem on the interpersonal attribution style and interaction anxiousness in middle school students[J]. Journal of Bengbu Medical College, 2013, 37(4): 451-454.

    外显自尊在中学生人际归因方式与交往焦虑间的中介作用

    The mediating effects of explicit self-esteem on the interpersonal attribution style and interaction anxiousness in middle school students

    • 摘要: 目的:了解中学生交往焦虑、人际归因方式和外显自尊的状况,探讨交往焦虑、人际归因方式和外显自尊三者之间的关系以及外显自尊在人际归因方式和交往焦虑间的中介作用。方法:采用分层整群抽样法,随机抽取安徽省蚌埠市4所中学2626名中学生,采用交往焦虑量表、人际归因量表和外显自尊量表进行问卷调查。结果:中学生人际归因方式得分男生高于女生(P0.01);外显自尊得分初中生高于高中生(P0.01)。人际总归因方式及各维度与交往焦虑之间呈正相关关系(P0.01);外显自尊与交往焦虑之间呈负相关关系(P0.01)。外显自尊在人际归因方式对交往焦虑的影响中起部分中介作用,中介作用大小约为34.62%,中介效应占总效应比例为52.61%。结论:引导中学生改善消极的人际归因方式,正确把握自尊弹性,可缓解和降低中学生的交往焦虑水平。

       

      Abstract: Objective:To explore the association of interaction anxiousness and interpersonal attribution style with explicit self-esteem,discuss the mediating effect of explicit self-esteem on the interpersonal attribution style and the interaction anxiousness in middle school students.Methods:Based on stratified,random cluster sampling method,2 626 students from four middle schools in Bengbu were studied.The students were surveyed by Interpersonal Attribution Scale,Interaction Anxiousness Scale and Self-Esteem Scale.Results:The score of the interpersonal attribution style in male students was significantly higher than that in the female(P0.01);the score of explicit self-esteem in junior high school students was significantly higher than that in senior high school ones(P0.01).The total interpersonal attribution style and each dimension had positive correlation with the interaction anxiousness(P0.01);the explicit self-esteem had negative correlation with the interaction anxiousness(P 0.01).Explicit self-esteem had partial mediating effect on the interaction anxiousness in the interpersonal attribution style,and the mediating effect accounted for 34.62%.The proportion of the mediating effect reached 52.61% in the total effects.Conclusions:Guiding the students to positive interpersonal attribution style and appropriate degree of self-esteem can relieve and decrease the anxiety level in middle school students.

       

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