大一新生自尊、应对方式与学校适应状况的关系研究

摘要

目的：探讨应对方式在自尊与大学生学校适应之间的作用机制。方法：采用自尊问卷（SES），简明应对方式量表（SCSQ）和中国大学生适应量表（CCSAS），对重庆高校1176名大一新生进行抽样调查。结果：自尊和积极应对方式与学校适应各维度呈显著正相关，消极应对方式与学校适应各维度呈显著负相关，积极应对方式和自尊呈显著正相关，消极应对方式和自尊呈显著负相关。自尊和应对方式对学校适应起到共同的预测作用，除消极应对方式在自尊和满意度的回归分析中不存在显著的中介作用外，其他情况下，积极应对方式和消极应对方式在自尊和满意度的回归分析中均存在部分中介效应显著。结论：应对方式在自尊和大一新生学校适应之间起部分中介作用，即大学生的自尊可以通过应对方式对大一新生的学校适应产生影响。%Objective: to discuss the action mechanism of coping style between freshman self-esteem and school-adaptation. Method:SES, SCSQ and CCSAS are used for sampling survey of the 1176 freshmen in Chongqing. Result: self-esteem and positive coping style are significantly positively related to school adaptation dimension. Negative coping style is significantly negatively related to school adaptation dimension. Positive coping style is significantly positively related to self-esteem. Negative coping style is significantly negatively related to self-esteem. Self-esteem and coping style can both predict school adaptation. Negative coping style doesn’t have significant intermediation in regression analysis of self-esteem and satisfaction. Otherwise both positive coping style and negative coping style have significant intermediation in regression analysis of self-esteem and satisfaction. Conclusion: coping style plays the partial intermediary role between self-esteem and school freshmen adaptation, that is to say the self-esteem of college students can affect freshmen school adaptation be used through coping style.