警校学生主观幸福感、学业延迟满足对专业承诺的影响研究

发布时间：2018-04-27 09:53

本文选题：警校大学生 + 专业承诺　；参考：《福建师范大学》2009年硕士论文

【摘要】： 本研究以警校学生为研究对象,根据Bembenutty编制的学业延迟满足量表(Academic Delay of Gratification Scale,ADOG)修订出《警校学生学业延迟满足量表》,进行的信度、效度检验表明该量表是测量警校学生学业延迟满足的有效工具,同时采用美国国立卫生统计中心制订的总体幸福感量表GWB[General Well一Being Schedule]和吴兰花自编的《大学生专业承诺量表》考察警校学生的学业延迟满足、主观幸福感还有专业承诺现状及差异情况,探讨三者之间的关系尤其是主观幸福感、学业延迟满足对专业承诺的影响作用,研究结果表明: (1)警校学生的专业承诺、学业延迟满足的整体水平不是很高,主观幸福感水平处于中高水平: (2)性别、生源所在地在总专业承诺上不存在显著差异,在专业承诺的分维度上存在着不同的显著差异,不同年级的警校学生在总专业承诺和感情承诺、理想承诺、继续承诺三个维度上存在显著差异(P＜.05):性别、年级、生源所在地在主观幸福感不存在显著差异,但在主观幸福感的各因子上存在不同的显著差异;年级、性别在学业延迟满足上存在显著差异(P＜.05),不同生源所在地的警校学生在学业延迟满足上则不存在显著差异; (3)警校学生总体主观幸福感与总专业承诺存在显著正相关,并对总专业承诺有一定的影响作用,同时主观幸福感还在一定水平上通过学业延迟满足对专业承诺起一定作用; (4)警校学生总体主观幸福感与学业延迟满足存在显著正相关,同时对学业延迟满足有一定的影响作用; (5)警校学生学业延迟满足和总专业承诺存在显著正相关,并对专业承诺有一定的影响作用; (6)影响总专业承诺最重要的是主观幸福感中的精力因子和学业延迟满足,其次分别是忧郁或愉快的心境、对情绪和行为的控制、松弛与紧张等因子。总之,警校学生的主观幸福感、学业延迟满足和专业承诺之间显著相关,研究结果提示我们:警校必须加强对大学生在生活、学习思想上的关注和教育引导,以提高其主观幸福感的水平和学业延迟满足感并借此作为提高其专业承诺的手段。
[Abstract]:According to the academic Delay of Gratification scale developed by Bembenutty, the academic Delay of Gratification scale is used to revise the Police College students' academic delay satisfaction scale, and the reliability of the scale is analyzed. The validity test shows that the scale is an effective tool for measuring the delayed achievement of students in police academy. At the same time, GWB [General Well-Being Schedule] and Wu Lan's "College students' Professional commitment scale" were used to investigate the students' academic delay satisfaction. Subjective well-being and professional commitment status quo and differences, to explore the relationship between the three, especially subjective well-being, academic delay to meet the impact of professional commitment, the results show that: (1) the professional commitment of the police academy students, the overall level of academic delay satisfaction is not very high, subjective well-being level is in the middle and high level: (2) there was no significant difference in total professional commitment, but significant difference in the subdimension of professional commitment among different grades of police academy students in total professional commitment, emotional commitment and ideal commitment. There were significant differences in the three dimensions of continuing commitment (P < 0.05): gender, grade, location of students were not significantly different in subjective well-being, but there were significant differences in the factors of subjective well-being. Gender had significant difference in academic delay satisfaction (P < 0. 05), but there was no significant difference in academic delay satisfaction among police school students from different places. 3) there is a significant positive correlation between the overall subjective well-being and the total professional commitment, and it has a certain effect on the total professional commitment. At the same time, the subjective well-being also plays a certain role in the professional commitment through academic delay satisfaction at a certain level. (4) there is a significant positive correlation between the overall subjective well-being of police school students and academic delay satisfaction, and it has a certain effect on academic delay satisfaction; (5) there is a significant positive correlation between academic delay and total professional commitment of police school students, and it has a certain effect on professional commitment; (6) the most important factors affecting the total professional commitment are the energy factor and academic delay satisfaction in subjective well-being, followed by melancholy or pleasant mood, control of emotion and behavior, relaxation and tension, etc. In a word, there is a significant correlation between subjective well-being, academic delay and professional commitment of police college students. The results suggest that the police academy should pay more attention to the students' life, study thought and education. To improve their subjective well-being level and academic delay satisfaction and as a means to enhance their professional commitment.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：D631.15

【引证文献】