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A Study On Stigma For Problem Students

Posted on:2011-06-20Degree:DoctorType:Dissertation
Country:ChinaCandidate:F X ChenFull Text:PDF
GTID:1117360305498938Subject:Special education
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Problem students are influenced by many factors during their development, one of which is stigma. Firstly, the concept of stigma for problem students was defined and a hypothetical model on stigma for problem students was proposed, based on literature review. Secondly, using questionnaire and interview, status quo and characteristic of stigma for problem students were explored from the perspective of the public and problem students respectively, and core categories about stigma for problem students were drawn out in virtue of grounded theory. Based on these results, perception of stigma questionnaire on problem students was developed and situation test on attribution and coping with stigma for problem students was designed. Then they were used to explore characteristic and potential relationship of perception of stigma on problem students and analyze feature of attribution and coping with stigma for problem students and its relationship with perception of stigma. Following that, the perception of stigma of problem students'effects on their mentality and behavior were discussed. Finally, inner relationship among perception of stigma, coping with stigma and stigma outcomes on problem students was analyzed and explained by path model and regression analysis.This study was divided into five parts including eleven sub-studies. The major results were found as following:1,The public stigma on problem students was universal. Its major features were: the public evaluations to problem were mostly negative; more passive affection was in the public affective responses to problem students; rejection or avoidance characterized the public behavior trend to problem students.2,Stigma for problem students consisted of three dimensions, which were public stigma awareness, public stigma agreement and self stigma concurrence. The public stigma agreement mediated relationship between the other two dimensions. The perception of stigma of problem students had difference in gender and the school which located in town or in suburb.3,Attribution of stigma of problem students had significant differences in some demographic variables and types of perception of stigma. The mostly results showed that:in stigma event associated with teacher, more problem boys trended to attribute it to prejudice of teacher than problem girls did; Compared to problem students who were the immune in perception of stigma, those who were the opposed ones preferred to attribute it to teacher's prejudice, but those who were the intruded ones preferred to attribute it to themselves. In stigma event associated with peer, problem students who were consigned to reform school more trended to attribute to peer's prejudice than those who received vocational education in reform school; Compared to problem students who were the immune in perception of stigma, those who were the intruded ones were more unwilling to attribute it to peer's prejudice.4,Compared to problem students studying at urban school, those studying at suburb school used more behavioral avoidance to cope with stigma events; More problem-solving strategies were used by problem students entering school for seven to eighteen months than those for nineteen moths and above; more strategies of obedience and cognitive extract were used by problem students entering school for under six months than those for nineteen months and above. Problem students who were the opposed in perception of stigma made use of more problem-solving and confrontment strategies than those who were the immune ones and the intruded ones. More cognitive analysis strategies were used to cope with stigma events by problem students who were the opposed in perception of stigma than those who were the intruded ones. Compared to problem students who attributed stigma events to prejudice and to both of prejudice and self, more cognitive analysis strategies were used to cope with stigma events by those who attributed them to themselves.5,There were different features in perception of stigma effects on different stigma outcomes. The results showed that:(1) among problem students who had three types of perception stigma, those who were the intruded ones had poorest self-esteem; self stigma concurrence and public stigma awareness may predict self-esteem; (2) compared to problem students who were the immune perception of stigma, those who were the intruded ones and the opposed ones had worst mental problem, and those who were the opposed ones behaved impulsively; self stigma concurrence and reform students may predict significantly problem behaviors; (3) problem students who were the immune perception of stigma excelled those who were the opposed ones and the intruded ones in three dimensions of social adaptation; self stigma concurrence may predict social adaptation; (4) problem students who were the intruded perception of stigma felt few sense of subjective well-being than those who were the immune ones; self stigma concurrence may predict sense of subjective well-being.6,Coping with stigma can mediate relationship between perception of stigma and stigma outcomes, but different path and effect between two kinds of coping were found. Self-esteem and coping with stigma together mediated relationship between perception of stigma and stigma outcomes (problem behavior, social adaptation and sense of subjective well-being). The relationship between perception of stigma and sense of subjective well-being was moderated by approach coping with stigma.In conclusion, research results supported research's theoretical hypotheses by integrated discussion, and confirmed the hypothesis model on stigma for problem students primarily and achieved the anticipative research goals.
Keywords/Search Tags:stigma for problem students, perception of stigma, stigma attribution and coping with stigma, self-esteem, mediating effect, moderating effect
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