The Development Of Secondary School Students' Self-acceptance Scale

Self-acceptance is an important psychological construct that is both cultural and scientific.In the field of psychology,the concept of self-acceptance has been proposed and studied for a long history.Extensive research evidences have shown that self-acceptance has a wide range of positive effects on individuals and is one of the psychological factors that contribute to the individual's physical and mental health,self-improvement,happy life,and successful growth.However,there are still obvious problems and imperfections in the study of Chinese self-acceptance.There is an urgent need to further explore the connotation,properties,and structure of Chinese self-acceptance.In particular,it is extremely urgent to carry out research on the self-acceptance structure and measurement of secondary school students.Based on the in-depth analysis of the concept of self-acceptance,this study combined qualitative and quantitative research methods to explore the psychological structure of Chinese secondary school students' self-acceptance,develop an effective tool for measuring the self-acceptance of Chinese middle school students,and test its reliability and validity.The full text is divided into six parts,two main studies,involving a total of 1170 subjects.The first part is the research background and research significance.This study has significant theoretical significance and application value.In terms of theoretical significance,this study has a positive effect on deepening readers' understanding of the concept of self-acceptance and clarifying the self-acceptance structure of young people.It can advance research on self-acceptance theory.In terms of application,this study is of positive significance to explore the characteristics of adolescents' self-acceptance psychological development and conduct self-acceptance psychological assessment and self-acceptance character education.The second part is the research status and research significance.First,the status quo and trends of self-acceptance study;it reviews comprehensively Chinese and foreign scholars' opinions and research conclusions on self-acceptance connotation,characteristics,theory,measurements and function,and concludes that the concept of self-acceptance can be defined from the perspective of psychological components orientation,object-content orientation and comprehensive orientation;self-acceptance is a complex psychological phenomenon that includes both self-satisfaction and selfadmitting,and has properties of “non-attachment” “non-avoidance” “non-judgment” and “willingness”;it can be explained by Self-discrepancy Theory and Reasonable Emotion Theory;its measurements mainly includes multi-dimensional measurement and single-dimensional measurement;self-acceptance can promote the individual's active self-development,emotional health improvement and social adaptation.Second,the research insufficiency and problems are raised;through the literature review,this paper finds that the current research lacks good operability in the self-acceptance connotation definition;there is also a lack of practical tools for measuring self-acceptance of adolescents,especially secondary school students.The third part puts forward the goal of this study,the research content and the research difficulties.This study aims to explore the structure of self-acceptance of Chinese secondary school students and develop a self-acceptance scale particularly for secondary school students.However,there are certain difficulties in the selection of self-acceptance structure survey tools for secondary school students.The fourth part is the structure exploration of secondary school students' self-acceptance.According to the operative definition of the concept of self-acceptance,a questionnaire to study the self-acceptance of secondary school students was designed.The survey included two parts.The first survey was an open survey,its content consisted of three open questions that reflected operational definitions of self-acceptance,and the results of the survey are statistically analyzed from two aspects of self-satisfaction and self-admitting.The results survey of 112 students found that the selfacceptance of secondary school students involves body self,mental self,social self,and material self.In light of the deficiencies in the design of the item and the form of the response,the second survey used a semi-structured problem format,its content was based on the findings of the survey,theoretical construction,and expert advice.It contained 78 vocabulary or phrases,and two open questions as a supplement.Through the survey of 251 middle school students,we found that the self-acceptance of middle school students involved five dimensions: total self-acceptance,mental self-acceptance,social self-acceptance,body self-acceptance and material self-acceptance.Based on the results of the two surveys,this study proposes a theoretical model of self-acceptance for secondary school students,it consisted of two levels: self-satisfaction and self-admitting.Each level included total self,mental self,social self,body self and material self.In the fifth section,the Middle School Students Self-acceptance Scale was established and its reliability and validity were tested.Under the guidance of the theoretical framework of self-acceptance,an initial test for middle school students was prepared,and pre-tests were conducted among 807 secondary school students from several provinces and cities across the country.Half of the data was used for exploratory factor analysis,and the other half was used for confirmatory factor analysis and reliability and validity tests.A formal self-acceptance scale was eventually formed,which included a Self-satisfaction Scale(24 questions)and a Self-admitting Scale(22 questions),each scale contained five dimensions.Basically,the reliability and validity of the scale met the psychometric criterion.The last section is the general discussion and conclusion.Firstly,this paper discusses the dialectical relationship between the concept of self-acceptance and the concept of self-change,and analyzes the cultural differences between Chinese and Western self-acceptance.Second,it discussed the rationality of the theoretical structure of secondary school students' self-acceptance.Furthermore,from the perspective of methodology,we evaluated the characteristics of the ideas and methods followed in the establishment of this scale.Finally,the possible theoretical contributions of the study were elaborated,and the prospects were further examined from the reliability and validity of the scale and the practice of self-acceptance character development of secondary school students.This study drew the following conclusions:(1)Self-acceptance refers to the attitude of an individual who actively recognizes and willingly accepts the real self and its characteristics.It is a psychological construct containing two kinds of connotations.First,self-satisfaction,that is,the individual is satisfied and likes the positive self and its characteristics.Second,the self-admitting,that is,the attitude of the individual to face and recognize and accept the negative self as well as its characteristics.(2)In terms of structure,secondary school students self-acceptance can be divided into two different but interrelated psychological levels: self-satisfaction and self-admitting;self-satisfaction includes total self-satisfaction,mental self-satisfaction,social self-satisfaction,body self-satisfaction and material self-satisfaction;self-admitting includes the five dimensions of total self-admitting,mental self-admitting,social self-admitting,body self-admitting,and material self-admitting.(3)The reliability and validity of the Secondary School Students Self-acceptance Scale basically meets the requirements of psychometrics and is suitable for measuring self-acceptance of secondary school students.