大学生亲子依恋、分离—个体化和学校适应的关系研究

发布时间：2019-03-11 19:45

【摘要】：大学时期是成年早期重要发展阶段，是大学生与家庭分离，并逐渐独立走向社会的关键阶段。在此阶段中，亲子依恋和分离-个体化是个体成长过程中的两个非常重要的方面，对个体的许多身心成长问题的解决起着关键性作用。本研究在了解大学生学校适应的基础上，进一步探讨学校适应与亲子依恋、分离-个体化的关系。本研究以沈阳市500名大学生作为被试，采用大学生适应性量表、父母依恋问卷和分离-个体化量表对其进行施测，，通过对相关的数据进行统计分析，本研究得出以下结论：（1）大学生学校适应良好但发展不均衡，生活自理适应性最好，其次为环境的总体认同、职业选择适应性、角色适应性、人际适应性，而学习适应性和身心症状表现有待提高。（2）在学校适应方面，学习适应性、角色适应性和环境的总体认同的性别主效应显著，职业选择适应性的年级主效应显著，具体表现为女生的学习适应性和环境的总体认同方面要好于男生，男生的角色适应性方面要好于女生，大一的职业选择适应性要显著大于大三学生。（3）大学生亲子依恋在沟通维度和依恋总分上性别主效应显著，女生得分显著高于男生得分；分离-个体化在分离焦虑和总分上性别差异显著，分离焦虑方面，男生得分低于女生得分，男生分离-个体化的总分高于女生的总分。在抗拒控制上年级差异显著，大一学生抗拒控制得分要显著高于大三学生抗拒控制得分。（4）亲子依恋、分离-个体化对学校适应有着正向的预测作用。（5）亲子依恋直接影响学校适应，并通过分离-个体化这一中介变量间接影响学校适应。
[Abstract]:College period is an important stage of development in early adulthood. It is the key stage of separating college students from their families and gradually moving towards the society independently. In this stage, parent-child attachment and separation-individualization are two very important aspects in the process of individual growth, and play a key role in solving many physical and mental growth problems. Based on the understanding of college students' school adaptation, this study further discusses the relationship between school adaptation and parent-child attachment, separation-individualization. In this study, 500 college students in Shenyang were selected as subjects. The adaptability scale, parental attachment questionnaire and separation-individualization scale were used to measure the adaptability of college students, and the related data were analyzed statistically. The conclusions of this study are as follows: (1) College students adapt well but develop unevenly, life self-care adaptability is the best, followed by the overall identification of the environment, career choice adaptability, role adaptation, interpersonal adaptability, and so on. Learning adaptability and physical and mental symptoms need to be improved. (2) in the aspect of school adaptation, the gender main effect of learning adaptability, role adaptability and the overall identity of environment should be significant, and the grade main effect of occupational choice adaptability should be significant. It is shown that the adaptability of learning and environment of female students is better than that of male students, the role adaptability of male students is better than that of female students, and the adaptability of career choice in freshmen is significantly higher than that of junior students. (3) the gender effect of parent-child attachment was significant in communication dimension and total score of attachment, and the score of female students was significantly higher than that of male students. Separation-individualization has significant gender difference in separation anxiety and total score. In separation anxiety, boys score is lower than that of girls, and the total score of separation-individuation of boys is higher than that of girls. The scores of resistance control of freshmen were significantly higher than those of junior high school students. (4) parent-child attachment, separation-individualization have a positive predictive effect on school adaptation. (5) parent-child attachment directly affects school adaptation, and indirectly affects school adaptation through the intermediate variable of separation-individualization.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：B844.2

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