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目的探讨高中生生活事件和社会支持对自我概念的影响。方法对247名高中生进行自我概念量表、青少年生活事件量表、领悟生活支持量表测试。结果1高一学生的教师支持显著好于高二学生(t=2.09,P<0.05),男同学的身体自我概念显著好于女同学(t=2.6,P<0.01)。2生活事件与自我概念显著负相关,社会支持与自我概念显著正相关。3学习压力负向预测自我概念,家庭支持和朋友支持正向预测自我概念,朋友支持在学习压力和自我概念的关系中起调节作用。结论生活事件中的学习压力对自我概念有负面影响,家庭支持和朋友支持对自我概念有正面影响,朋友支持可以缓解学习压力对自我概念的负面影响。
Objective To explore the impact of senior middle school students’ life events and social support on self-concept. Methods A total of 247 high school students were tested with self-concept scale, adolescent life event scale and comprehension of life support scale. Results 1 grade one student’s teacher support was significantly better than the sophomore (t = 2.09, P <0.05). Male students’ body self-concept was significantly better than female students (t = 2.6, P <0.01). There was a significant negative correlation between life events and self-concept, and social support and self-concept were significantly and positively correlated. 3 Learning Stress Negative Prediction Self-concept, Family Support and Friend Support Forward Prediction Self-concept and friend support play a mediating role in the relationship between stress and self-concept. Conclusion Learning stress in life events has a negative impact on self-concept. Family support and friend support have a positive impact on self-concept, and friend support can alleviate the negative impact of learning stress on self-concept.