大学生社会性发展迟滞的探索研究

发布时间：2018-05-06 01:26

本文选题：大学生 + 社会性发展迟滞　；参考：《福建师范大学》2012年博士论文

【摘要】：本文在实际案例和文献综述的基础上提出大学生“社会性发展迟滞”的概念,并对概念进行界定,接着通过五个研究对大学生的社会性发展迟滞进行探索：首先对大学生社会性发展迟滞的公众观进行考察。通过搜集媒体关于当代大学生社会性发展问题的公众评述以及访谈和开放式问卷调查验证了当代大学生中存在社会性发展迟滞的现象,这些现象在大学生中有一定的普遍性,大学生们也认识到这些现象对自身的发展是不利的。大学生社会性发展迟滞的心理结构包括个体要素、个体-社会关系要素和社会要素。其次是编制标准化的《大学生社会性发展水平评定量表》作为社会性发展迟滞大学生的鉴别工具。该研究通过对量表的结构探索、测题编写、预测、修改、项目分析、结构探索等,形成量表终稿,包括认知分量表、情感分量表和行为分量表,每个分量表下有若干观测点。接着再抽取被试对量表终稿进行信度和效度分析,证明该量表是一个测量学特征良好的量表。第三是对《大学生社会性发展水平评定量表》的应用,对福州市大学生社会性发展现状进行研究。结果发现,福州市大学生社会性发展的总体状况是不容乐观的,且社会性发展的各个方面水平表现不均衡,并表现出年级、性别、专业、城乡、独生子女与非独生子女的差异,同时也受到父母受教育水平的影响。第四是通过创设一定的任务情境,以互动对象的熟悉性、性别和年龄作为控制因素,让大学生被试参与不同的实验互动过程,通过行为观察与评定,比较发展迟滞与发展良好大学生互动行为的差异,并针对发展迟滞大学生进行特殊表现的观察。结果发现,社会性发展迟滞的大学生在面对实验任务情境和不同性质的互动对象时表现出了与其他大学生不同的特点。第五是通过对不同社会性发展类型的大学生以及熟悉他们的教师、教辅人员、辅导员进行质性访谈的方式,发现社会性发展迟滞的大学生在认知、情感和行为方面都表现出一定的特点,这与过度保护、纵容的家庭教养方式以及社会媒体的不良舆论导向、道德滑坡、学校教育的缺陷等有很大关系。
[Abstract]:On the basis of practical cases and literature review, this paper puts forward the concept of "lag in social development" of college students, defines the concept, and then explores the stagnation of social development of college students through five studies: First of all, the author investigates the public view of college students' social development retardation. By collecting the public comments on the social development of contemporary college students, interviews and open questionnaires, it is proved that the phenomenon of social retardation exists in the contemporary college students, and these phenomena have a certain universality among the college students. College students also realize that these phenomena are unfavorable to their own development. The psychological structure of college students' social retardation includes individual elements, individual-social factors and social elements. Secondly, the standardized rating scale of College students' Social Development level is developed as a tool for the identification of college students with retarded social development. By exploring the structure of the scale, compiling the test questions, predicting, modifying, analyzing the items and exploring the structure of the scale, the final draft of the scale is formed, including the cognitive component table, the emotional component table and the behavior component table. There are several observation points under each subscale. Then, the reliability and validity of the final draft of the scale were analyzed, which proved that the scale was a scale with good measuring characteristics. The third is the application of the rating scale of College students' Social Development level, and the research on the present situation of college students' social development in Fuzhou. The results show that the overall situation of the social development of college students in Fuzhou is not optimistic, and the level of social development is not balanced, and shows the differences of grade, sex, specialty, urban and rural, only child and non-only child. It is also influenced by the educational level of parents. Fourth, by creating a certain task situation, taking the familiarity, sex and age of the interactive objects as the control factors, the college students can participate in different experimental interactive processes, and observe and evaluate the behavior of the subjects. To compare the difference between the development retardation and the good college students' interactive behavior, and to observe the special performance of the retarded college students. The results show that the college students with slow social development have different characteristics from other college students when they face the situation of experiment task and the interactive objects of different properties. The fifth is to find out that the college students with slow social development are cognizing through qualitative interviews with college students of different types of social development, as well as teachers, teaching assistants and counselors who are familiar with them. Emotion and behavior all show certain characteristics, which is related to over-protection, connivance of family upbringing, bad public opinion orientation of social media, moral decline, defects in school education, and so on.
【学位授予单位】：福建师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：B844.2

【引证文献】