中华行为医学与脑科学杂志
中華行為醫學與腦科學雜誌
중화행위의학여뇌과학잡지
CHINESE JOURNAL OF BEHAVIORAL MEDICINE AND BRAIN SCIENCE
2014年
12期
1099-1101
,共3页
王敏建%唐小菊%魏华%梅其霞
王敏建%唐小菊%魏華%梅其霞
왕민건%당소국%위화%매기하
学校恐惧症%学业成就%人格%自我意识
學校恐懼癥%學業成就%人格%自我意識
학교공구증%학업성취%인격%자아의식
School Phobia%Academic Achievement%Personality%Self-concept
目的 分析不同学业成就表现的学校恐惧症患者的人格特征和自我意识状态.方法 收集门诊学校恐惧症患者,将其分为学业成就高组38例和学业成就低组19例,应用艾森克人格问卷(儿童版)和儿童自我意识量表进行测评.结果 艾森克人格问卷中精神质分值学业成就高组明显高于学业成就低组[分别为(51.67±9.12)分,(45.48±8.52)分],神经质分值学业成就高组明显高于学业成就低组[分别为(59.38±8.65)分,(46.36±6.93)分],差异有统计学意义(P＜0.05);学业成就高组的儿童自我意识量表总分[(59.12±8.69)分]、行为[(12.27±3.08)分]、智力与学校情况[(11.89±3.11)分]高于学业成就低组[分别为(45.56±9.62)分,(8.40±2.58)分,(8.15±3.73)分],高学业成就组焦虑分值[(8.03±2.78)分]低于学业成就低组焦虑分值[(10.46±2.54)分],差异有统计学意义(P＜0.05);不同学业成就组的人格特征与自我意识存在一定程度的相关.结论 不同学业成就的学校恐惧症患者具有不同的人格特征和自我意识状态,需要个性化的治疗方案.
目的 分析不同學業成就錶現的學校恐懼癥患者的人格特徵和自我意識狀態.方法 收集門診學校恐懼癥患者,將其分為學業成就高組38例和學業成就低組19例,應用艾森剋人格問捲(兒童版)和兒童自我意識量錶進行測評.結果 艾森剋人格問捲中精神質分值學業成就高組明顯高于學業成就低組[分彆為(51.67±9.12)分,(45.48±8.52)分],神經質分值學業成就高組明顯高于學業成就低組[分彆為(59.38±8.65)分,(46.36±6.93)分],差異有統計學意義(P＜0.05);學業成就高組的兒童自我意識量錶總分[(59.12±8.69)分]、行為[(12.27±3.08)分]、智力與學校情況[(11.89±3.11)分]高于學業成就低組[分彆為(45.56±9.62)分,(8.40±2.58)分,(8.15±3.73)分],高學業成就組焦慮分值[(8.03±2.78)分]低于學業成就低組焦慮分值[(10.46±2.54)分],差異有統計學意義(P＜0.05);不同學業成就組的人格特徵與自我意識存在一定程度的相關.結論 不同學業成就的學校恐懼癥患者具有不同的人格特徵和自我意識狀態,需要箇性化的治療方案.
목적 분석불동학업성취표현적학교공구증환자적인격특정화자아의식상태.방법 수집문진학교공구증환자,장기분위학업성취고조38례화학업성취저조19례,응용애삼극인격문권(인동판)화인동자아의식량표진행측평.결과 애삼극인격문권중정신질분치학업성취고조명현고우학업성취저조[분별위(51.67±9.12)분,(45.48±8.52)분],신경질분치학업성취고조명현고우학업성취저조[분별위(59.38±8.65)분,(46.36±6.93)분],차이유통계학의의(P＜0.05);학업성취고조적인동자아의식량표총분[(59.12±8.69)분]、행위[(12.27±3.08)분]、지력여학교정황[(11.89±3.11)분]고우학업성취저조[분별위(45.56±9.62)분,(8.40±2.58)분,(8.15±3.73)분],고학업성취조초필분치[(8.03±2.78)분]저우학업성취저조초필분치[(10.46±2.54)분],차이유통계학의의(P＜0.05);불동학업성취조적인격특정여자아의식존재일정정도적상관.결론 불동학업성취적학교공구증환자구유불동적인격특정화자아의식상태,수요개성화적치료방안.
Objective To exam the personality traits and self-concept of school phobia patients with different academic achievements.Methods 38 school phobia patients with high academic achievement and 19 school phobia patients with low academic achievement were assessed with Eysenck' s personality questionnaire and Piers-Harris Children' s Self-concept Scale.Results High academic achievement group of psychoticism and neuroticism higher than that of low academic achievement group.High academic achievement group of Self-concept's total scores,behavior,intelligence and the school situation higher than that of low academic achievement group.High academic achievement group of anxiety scale score lower than that of low academic achievement group.The personality traits of school phobia correlated with the self-concept on some level.Conclusion Different academic achievements of school phobia patients have different personality traits and have different self-concept,so they need to individualized treatment options.
