摘要
采用“田纳西自我概念量表(TSCS)”、“多维——多向归因量表(MMCS)”及“临床症状自评量表(SCL-90)”,对初中一、二、三年级288名一般儿童和学习不良儿童施测。结果发现,学习不良儿童的自我概念、归因风格与一般儿童差异显著,且二者与其心理健康水平呈高相关。这一结果提示,加强积极自我概念和归因风格的培养将有助于学习不良儿童心理健康水平的提高。
288 students were tested by Tennax Self-concept Scale (TSCS) Multidimensional-Multiattibutional Causality Scale (MMCS) and SCL-90.The results indicate that the self- concept, attributional style of the learning disabilities differ, significantly from general students.Self-concept and attributional style have closer correlation with mental health.
出处
《通化师范学院学报》
2003年第3期25-27,共3页
Journal of Tonghua Normal University
