Social Prejudice, Self-worth And Their Relationship With Coping-style Of Special Education Students

Special Education becomes more and more important in our country. The special education cause have significant development already,and more and more colleges set up special education major. The graduates of this major are the main source of teachers who work in the special education schools.Social prejudice is not a right attitude, can reduce the party by prejudice self-evaluation, to make their self-worth, nervousness, withdrawal and passive negative personality traits. More seriously, when the social prejudice is individual identity or after internalization, will become a negative "the prophecy", making it form error of self concept. Social prejudice will not only affect the individual sense of self-worth, but also a source of stress. Coping style is individual in the face of stress source to reduce the negative impact of cognitive behavior. Individuals feel the social bias and his self-worth and take different coping styles are interactional.For special-education students object to the current domestic study also is less, the study of social prejudice focused on the investigation in the general population for a specific population of social prejudice, less people study special-education students felt the social prejudice of effect on them. For special-education students as the research object, this study investigates the social prejudice for their feeling, and combining the two factors, self-worth and coping styles with the internal relations between and among, in order to further improve the comprehensive quality of special-education students provide empirical basis, to better promote our country to provide the reference and Suggestions for the construction of the special education professional.The conclusions of this study:(1)the self-made special-education students feel the social prejudice of questionnaire has good validity of the letter, accord with the requirement of psychometrics, measurements can be used as a research tool.(2) the special-education students feel the social prejudice is divided into four dimensions, and the dimension scores from high to low in turn is a promising professional prejudice prejudice prejudice greater than ability greater than position bias.(3) the special-education students feel the four dimensions of social prejudice and total score of significant differences in gender, boys scored higher than girls.(4) special-education students feel the four dimensions of social prejudice and there were significant differences in grade, total score are senior students score higher than the junior students.(5) the special-education students feel the social prejudice of four dimensions, and significant differences in degree level, total score are undergraduate students than college students.(6) special-education students feel four dimensions of social prejudice and total score of significant differences in students and family structure, rural only-child and non special-education students feel the social prejudice and one-child special-education students is significantly higher than town.(7) special-education students general self-worth in grade significant differences, education level, the lower grade, special-education students self-worth level of undergraduate level higher than special-education students of senior and junior level.(8) special-education students’ problem solving, fantasy, patience to respond to significant difference on gender, boys scored higher than girls.Problem solving, help, vent to respond to significant difference in the degree, undergraduate score higher than junior.(9) special-education students feel the four dimensions of social prejudice and total score and social orientation general self-worth of significant positive correlation, and personal orientation general self-worth, has negative correlation is not significantly related to overall self-worth.(10) for special-education students feel the future of prejudices, ability, status prejudices and total score with the help of coping styles showed significant positive correlation.(11)special-education students overall self-worth and social orientation and personal orientation general self-worth and problem solving, help, the coping style scores have significant positive correlation; General self-worth and personal orientation general self-worth and fantasy has significant negative correlation.(12) special-education students’ social orientation and personal orientation general self-worth, general self-worth in the sense of partial intermediary role between social prejudice and coping styles.