高校辅导员身份认同现状及提升路径——基于上海市14所高校的实证研究

发布时间：2018-03-25 14:23

  本文选题：辅导员　切入点：身份认知　出处：《思想理论教育》2017年12期

【摘要】：辅导员拥有教师与干部双重身份,在身份认同上存在差异。从身份认知、身份情感和身份行动选择三个维度对辅导员调研发现,在身份认知上,当前存在三种模式,分别是综合沙漏结构、行政总线拓扑结构、教育星型拓扑结构;在身份情感上,行政总线拓扑结构型辅导员情感归属最强,教育星型拓扑结构情感归属最弱;在身份行动选择上,行政总线拓扑结构型辅导员较另外两类表现出最小的心理距离和最高的人际互动调适能力,但三类辅导员均呈现出一致的专业化发展的期望和动力。提升辅导员身份认同,要从宏观的制度支持、中观的社会支持和微观的个人发展层面着力。
[Abstract]:Counselors have the dual identity of teachers and cadres, and there are differences in identity identity. From the three dimensions of identity cognition, identity emotion and identity action choice, we find that there are three models in identity cognition. They are the comprehensive hourglass structure, the administrative bus topology structure, the education star topology structure, the identity emotion, the administrative bus topological structure counsellor's emotion attribution is the strongest, the education star topology structure's emotion attribution is the weakest; In the choice of identity action, the administrative bus topological structure counselors showed the smallest psychological distance and the highest interpersonal interaction adjustment ability compared with the other two kinds of counselors. However, the three types of counselors all present the same expectation and motive force of professional development. In order to promote the identity of counselors, we should focus on macro system support, meso social support and micro personal development.
【作者单位】： 复旦大学马克思主义学院;华东师范大学社会发展学院;
【分类号】：G645.1
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本文编号：1663529