轻度智力障碍儿童自我概念结构及测评

doi:10.19988/j.cnki.issn.2095-1159.2023.01.007

心理研究

2023, Vol. 16

Issue (1): 64-72 DOI: 10.19988/j.cnki.issn.2095-1159.2023.01.007

应用研究

本期目录 | 过刊浏览 | 高级检索

轻度智力障碍儿童自我概念结构及测评

高龙^1,2, 麻敏洁^1,3, 李唯宇², 王庭照¹

1 陕西师范大学教育学部, 西安 710062;
2 西安市启智学校, 西安 710068;
3 西安市盲哑学校, 西安 710014

Study on the self-concept structure and evaluation of children with mild intellectual disabilities

GAO Long^1,2, MA Minjie^1,3, LI Weiyu², Wang Tingzhao¹

1 Faculty of Education, Shanxi Normal University, Xi’an 710062;
2 Xi’an Qizhi School, Xi’an710068;
3 Xi’an Mangya School, Xi'an 710014

摘要
图/表
参考文献
相关文章 (2)

全文: PDF (863 KB) HTML (1 KB)
输出: BibTeX | EndNote (RIS)

摘要为编制适合轻度智力障碍儿童的自我概念评估量表,本研究依据情境调查、量表分析及理论分析,构建了结构模型,编制了预测验问卷。随后分别以216名和215名8~16岁的轻度智力障碍儿童为被试,采用个别施测的方式,先后对预测验问卷和正式问卷进行分析,并比较了人口学变量上的差异。结果显示,轻度智力障碍儿童自我概念包括身体外表、身体活动、情绪情感、家庭自我、学校自我、社会自我6个维度,42题的量表信效度良好,达到心理测量学标准。

	服务

	把本文推荐给朋友
	加入我的书架
	加入引用管理器
	E-mail Alert
	RSS
	作者相关文章
	高龙
	麻敏洁
	李唯宇
	王庭照

关键词 ：轻度智力障碍儿童, 自我概念, 测评

基金资助:国家社科基金重大项目（21&ZD293）、中国高等教育学会特殊教育研究分会“特殊教育研究”重点课题（21ZSTSJYZD03）

通讯作者: 王庭照,男,教授,博士生导师。Email：wangtingzhao@snnu.edu.cn

引用本文:

高龙, 麻敏洁, 李唯宇, 王庭照. 轻度智力障碍儿童自我概念结构及测评[J]. 心理研究, 2023, 16(1): 64-72.
GAO Long, MA Minjie, LI Weiyu, Wang Tingzhao. Study on the self-concept structure and evaluation of children with mild intellectual disabilities. Psychological Research, 2023, 16(1): 64-72.

链接本文:

http://xlyj.magtech.com.cn/CN/10.19988/j.cnki.issn.2095-1159.2023.01.007 或 http://xlyj.magtech.com.cn/CN/Y2023/V16/I1/64

[1] 丁芳. (2009). 一种正在演进着的人类发展观——人的发展的生物生态学模型述评.华东师范大学学报(教育科学版), 27(2), 58-63.
[2] 方俊明. (2005). 特殊教育学. 北京: 人民教育出版社.
[3] 贾严宁, 张福娟. (2003). 智力落后儿童适应行为三个因子发展特点的研究.中国特殊教育, (1), 62-65.
[4] 凌辉, 夏羽, 张建人, 朱阿敏, 钟妮, 等. (2016). 自我概念的结构与发展. 中国临床心理学杂志, 24(2), 363-367, 337.
[5] 朴永馨. (2014). 特殊教育大辞典. 北京: 华夏出版社.
[6] 唐佩佩, 叶浩生. (2012). 作为主体的身体:从无身认知到具身认知.心理研究, 5(3), 3-8.
[7] 王爱民, 任桂英. (2004). 中美两国儿童自我概念的比较研究:评定工具对研究结果的影响. 中国心理卫生杂志, (5), 294-296, 299.
[8] 叶浩生. (2010). 具身认知:认知心理学的新取向.心理科学进展, 18(5), 3-8.
[9] 游雪勤, 郭成, 滕召军, 李振兴. (2018). 小学生感知到的教师人际行为与学校满意度的关系:学业自我概念的中介.心理研究, 11(3), 282-288.
[10] Albuquerque, C. P. (2012). Psychometric properties of the Portuguese version of the quality of life questionnaire (QOL-Q).Journal of Applied Research in Intellectual Disabilities, 25(5), 445-454.
[11] Bear G., Minke K., & Manning M. (2002). Self-concept of students with learning disabilities: A meta-analysis.School Psychology Review, 31(3), 405-427.
[12] Byrne, B. M. (1996). Measuring self-concept across the life span: Issues and instrumentation. Washington, DC: American Psychological Association.
[13] Finlay, W. M., & Lyons, E. (2001). Methodological issues in interviewing and using self-report questionnaires with people with mental retardation.Psychological Assessment, 13(3), 319-335.
[14] Goldman, A., & Vignemont, F. D. (2009). Is social cognition embodied? Trends in Cognitive Sciences, 13(4), 154-159.
[15] Guerin, S., & Tatlow-Golden, M. (2019). How valid are measures of children’s self-concept/self-esteem? Factors and content validity in three widely used scales.Child Indicators Research, 12(5), 1507-1528.
[16] Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children.Child Development, 55, 1969-1982.
[17] Hensel, E. (2001). Is satisfaction a valid concept in the assessment of quality of life of people with intellectual disabilities? A review of the literature.Journal of Applied Research in Intellectual Disabilities, 14(4), 311-326.
[18] Huck S., Kemp C., & Carter M. (2010) Self-concept of children with intellectual disability in mainstream settings.Journal of Intellectual & Developmental Disability, 35(3), 141-154.
[19] Kagen S., Moore E., & Bredekamp S. (1995). Considering children’s early development and learning: Toward common views and vocabulary. Washington, DC: National Education Goals Panel.
[20] Kwan V., John O., & Thein S. (2007).Broadening the research on self-esteem: A new scale for longitudinal studies.Self and Identity, 6(1), 20-40.
[21] Marsh H. W., Tracey D. K., & Craven R G. (2006). Multidimensional self-concept structure for preadolescents with mild intellectual disabilities: A hybrid multigroup-MIMC approach to factorial invariance and latent mean differences.Educational and Psychological Measurement, 66(5), 795-818.
[22] Shavelson R. J., Hubner J. J., & Stanton G. C. (1976). Self-concept: Validation of construct interpretations.Review of Educational Research, 46(3), 407-441.
[23] Silon, E. L., & Harter, S. (1985). Assessment of perceived competence, motivational orientation, and anxiety in segregated and mainstreamed educable mentally retarded children.Journal of Educational Psychology, 77(2), 217-230.
[24] Soyupek F., Aktepe E., Savas S., & Askin A. (2010). Do the self-concept and quality of life decrease in CP patients? Focusing on the predictors of self-concept and quality of life.Disability and Rehabilitation, 32(13), 1109-1115.
[25] Tracey D., Craven R., & Marsh, H. (2015). The next frontier: Advancing quality of life and self-determination by explicating the self-concepts of children with mild intellectual disabilities. In R. G., Craven, A. J., Morin, & D., Tracey (Eds.), Inclusive education for students with intellectual disabilities(pp.211-227). US: Information Age Publishing.
[26] Turk V., Khattran S., Kerry S., Corney R., & Painter K. (2012). Reporting of health problems and pain by adults with an intellectual disability and by their carers.Journal of Applied Research in Intellectual Disabilities, 25(2), 155-165.