大学生坚持性的作用及其影响因素的研究

发布时间：2018-01-29 16:46

  本文关键词： 大学生 坚持性 影响因素 访谈　出处：《东北师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：坚持性是指在困难和挫折面前，表现出的目标导向的、自主的、持续努力的行为特征。它既是个体发展的重要方面，，也是人类适应社会生活的关键能力。同时坚持性的发展也影响和促进着其他能力的形成及发展。 1.研究一：为了进一步了解大学生坚持性的发展特点及其对在大学生获取积极发展结果（学业成就、就业结果）中的作用，使用《大学生积极发展问卷-坚持性分问卷》分别在大二年级和大四年级进行追踪施测，并于大四年级发放《就业结果调查问卷》，同时收集被试六个学期的学习成绩（平均学分绩点）。研究发现:(1）在大二到大四的两年时间里，大学生坚持性的发展保持相对稳定。(2）大学生坚持性（前测、后测）均与就业满意度显著相关，大学生坚持性（后测）与学业成就显著正相关。大学生坚持性（前测、后测）可以直接有效预测其就业满意度，即坚持性水平高的被试，其就业满意度更高；大学生坚持性（后测）可以直接有效预测其学业成就（前测、后测），即坚持性水平高的被试，其平均学分绩点更高；但本研究中大学生坚持性不能预测其获得的录取通知数量与月收入。(3)在坚持性(前测)中，高坚持性组与低坚持性组在就业满意度方面的差异是显著的；在坚持性(后测)中，高坚持性组与低坚持性组在学业成就（前测）上的差异是显著的。 2.研究二：为了深入分析影响坚持性发展的因素，并在此基础上对促进儿童、青少年坚持性发展的培养实践给以建议。本研究根据《大学生积极发展问卷-坚持性分问卷》的测量结果，选取在坚持性维度上得分前3%的被试，共计21人进行了访谈，获得他们对成长过程中关于坚持性经验的报告，从中分析总结影响坚持性发展的因素。结果如下： 从个体自身角度看：（1）高水平的自我效能感能够促进坚持性的发展，（2）高水平的自尊能够促进坚持性的发展，（3）乐观的解释风格能够促进坚持性的发展，（4）因是否坚持而产生的成败经验能够促进坚持性的发展。 从环境角度看：（1）榜样的力量能够促进坚持性的发展，（2）自主支持的家庭教养方式能够促进坚持性的发展，（3）自主支持的师生互动风格能够促进坚持性的发展，（4）来自同伴的社会支持能够促进坚持性的发展，（5）对困难的预期和榜样示范能够促进坚持性的发展，（6）倡导坚持性的社会文化环境能够促进坚持性的发展。 基于以上研究结果,对促进儿童、青少年坚持性发展的培养实践给以建议。
[Abstract]:Persistence refers to the goal-oriented, autonomous and sustained effort behavior characteristics in the face of difficulties and setbacks. It is an important aspect of individual development. It is also the key ability of human beings to adapt to social life, and the development of persistence also influences and promotes the formation and development of other abilities. 1. Study I: in order to further understand the characteristics of college students' persistence and its role in the achievement of positive development results (academic achievements, employment results). The questionnaire of positive Development of College students-persistence questionnaire was used to carry out follow-up tests in sophomore grade and senior grade respectively, and the Employment result questionnaire was issued in senior grade. At the same time, they collected six semesters' academic scores (average GPA). The study found that the study found that 1% was a sophomore to sophomore two years. The development of college students' persistence is relatively stable. 2) College students' persistence (pre-test, post-test) is significantly related to employment satisfaction. College students' persistence (post-test) can directly and effectively predict their employment satisfaction, that is, the subjects with high level of persistence are more satisfied with employment. College students' persistence (post-test) can directly and effectively predict their academic achievement (pre-test, post-test, that is, the subjects with high level of persistence, their average score points are higher; But in this study, the number of admission notices and the monthly income of college students can not be predicted. In the persistence (pre-test), the difference between the high persistence group and the low persistence group in employment satisfaction is significant; There were significant differences in academic achievement between high persistence group and low persistence group in posttest. 2. Study II: in order to analyse in depth the factors affecting persistent development, and on the basis of this, to promote children. According to the results of the questionnaire on the positive Development of College students, the subjects who scored the top 3% in the dimension of persistence were selected. A total of 21 people were interviewed to obtain a report on their experiences of persistence during their growth, from which they analyzed and summarized the factors that affected the development of persistence. The results were as follows: From the individual's own point of view: (1) High level of self-efficacy can promote the development of persistence. (2) High level of self-esteem can promote the development of persistence. 3) optimistic explanation style can promote the development of persistence. 4) the experience of success or failure caused by persistence can promote the development of persistence. From the environmental point of view, the power of example can promote the development of persistence. (2) Self-supported family rearing style can promote the development of persistence. 3) Self-supporting teacher-student interaction style can promote the development of persistence. 4) Social support from peers can promote the development of persistence. (5) demonstration of difficult expectations and role models can promote the development of persistence. 6) Advocacy of the social and cultural environment of persistence can promote the development of persistence. Based on the above research results, to promote the development of children and adolescents to promote the practice of sexual development to give advice.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G444


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