大学新生自我同一性及其与学校适应的关系

发布时间：2018-04-21 21:41

本文选题：大学新生 + 自我同一性　；参考：《中国健康心理学杂志》2012年02期

【摘要】：目的探讨大学新生自我同一性及其与学校适应的关系。方法对258名大学新生施测《自我同一性过程量表》和《大学生适应性量表》。结果①大学新生的自我同一性状态从高到低依次为:扩散型(32.9%)、获得型(29.8%)、早闭型(20.2%)、延缓型(17.1%);②自我同一性的探索和承诺维度与学校适应呈显著正相关;③ANOVA分析表明不同类型的同一性状态在学校适应总分及其因子上均存在显著差异(P0.05),获得型学生的学校适应最好,扩散型学生的学校适应最差;④回归分析表明自我同一性的4个维度对学校适应总分及学习适应、人际适应、角色适应和职业选择适应因子的预测力较大,其中意识承诺维度对学校适应总分、学习适应和职业选择适应起主要的预测作用(ΔR2=0.28,ΔR2=0.19,ΔR2=0.22),意识探索维度对角色适应起主要预测作用(ΔR2=0.16),人际承诺则对人际适应起主要的预测作用(ΔR2=0.22),人际探索对学习适应有负向的预测作用(B eta=-0.15,P0.05)。结论大学新生的自我同一性对其学校适应存在一定影响。
[Abstract]:Objective to explore the self-identity of freshmen and its relationship with school adaptation. Methods 258 freshmen were tested with the Self-identity process scale and the College adaptability scale. Results (1) the order of self-identity status of freshmen from high to low was: diffusion type (32.9%), acquisition type (29.810), early closing type (20.2D), delayed type (17.1D), and self-identity dimension were positively correlated with school adaptation; 3ANOVA analysis showed that there were significant differences in the total scores and factors of school adaptation among different types of identity. The school adaptation of the acquired students was the best, and the school adaptation of the diffusive students was the worst. 4 regression analysis showed that the four dimensions of self-identity had great predictive power on the total score of school adaptation and the factors of learning adaptation, interpersonal adaptation, role adaptation and occupational choice adaptation, among which the consciousness commitment dimension had great predictive power on the total score of school adaptation. Learning adaptation and occupational choice adaptation play a major predictive role (螖 R _ 2o _ 0.28, 螖 R _ 2N _ (0.19), 螖 R _ 2N _ (0.22)). The dimension of consciousness exploration plays a major predictive role in role adaptation (螖 R _ 2: 0.16), while interpersonal commitment plays a major predictive role in interpersonal adaptation (螖 R _ 2N _ (0.22)), and interpersonal exploration has a negative predictive effect on learning adaptation (P _ (0.05)). Conclusion the self-identity of freshmen has a certain influence on their school adaptation.
【作者单位】：北京师范大学珠海分校教育学院心理学系;
【分类号】：B844.2

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