初中生自我意识与状态-特质焦虑的相关性

目的 探讨初中生自我意识与状态-特质的关系.方法 随机整群抽取闸北区5所普通初级中学初中预备班至初三全体学生共2 018人,以状态-特质焦虑问卷（STAI）及Piers-Harris儿童自我意识量表（PHCSS）作为测量工具进行测试,比较二者的相关性.结果 初中生PHCSS得分为（52.83士12.62）分,女生在行为、智力与学校、合群等因子分和总分高于男生,而焦虑因子分低于男生,差异有统计学意义（P＜0.05）,而在躯体外貌与属性、幸福与满足方面差异无统计学意义（P＞0.05）.而不同年级初中生在行为、智力与学校、焦虑、幸福与满足及自我意识总分差异有统计学意义（P＜0.05）,而在躯体外貌与属性、合群方面差异无统计学意义（P＞0.05）.不同年级初中生状态焦虑与特质焦虑得分差异有统计学意义（P＜0.01）,状态焦虑、特质焦虑得分与自我意识因子分及总分均呈负相关（P＜0.01）.结论 自我意识与状态-特质焦虑呈负相关,教育部门应对初中生加强自我意识的指导,缓解学生焦虑情绪,避免形成焦虑性人格.

Relationship between self-concept and state-trait anxiety in junior high school students

Objective To explore the relationship between self-concept and state-trait anxiety. Methods The Piers- Harris Children＇s Self-concept Scale（PHCSS） and State-trait Anxiety Inventory （STAI） was conducted by 2018 students selected by random cluster sampling from preparatory classes to grade three, and the correlation between the two scales was compared. Results The mean PHCSS score of all junior school students tested was （52.83 ± 12.62）. Girls had lower scores in behavior, intelligence and school, gregariousness , total scole, and higher score in anxiety than boys, while there was no significant difference in physical appearance and happiness and fulfillment aspects （P 〉 0.05）. The difference among students of different grades in total score, behavior, intelligence and school, anxiety, happiness and satisfaction was significant （P 〈 0.05）. The difference among students of different ages in total score of STAI was significantly different （P 〈 0.01）. The total score of STAI and the total and factor score of PHCSS were negatively correlated （P 〈 0.01）. Conclusions There is a negative causal relationship between STA1 and PHCSS. Education departments should strengthen self-awareness education among junior high school students, so as to ease anxious emotion, and to avoid the formation of anxiety personality.