五年制高职生自我同一性特点及其与社会支持的关系研究

发布时间：2018-06-28 09:39

本文选题：五年制高职生 + 同一性　；参考：《山东师范大学》2009年硕士论文

【摘要】： 自我同一性是美国著名心理学家埃里克森(E.H.Erikson)提出的一个重要心理学概念。自我同一性问题涉及青少年发展的各个方面,其形成是人格完善的标志,是最佳心理功能的一个方面。社会支持是影响心理健康的一个重要因素,个体所获得的社会支持对个人发展有显著影响。因此研究自我同一性和社会支持的关系有着重要的实践意义和理论价值。五年制高职又称五年一贯制高职或五年制大专,是指招收初中毕业生、实行五年一贯制培养的专科层次的高等职业教育,是中等职业教育与高等教育高度融合的一种教育模式,是我国高等职业教育的重要形式之一。五年制高职学生的心理发展既与他们这一特殊年龄阶段的生理发展、认知能力及人格成熟相关,也与五年制学生所处的社会的政治、经济、文化背景及学习任务息息相关。为了使五年制高职生心理健康教育更有针对性,本文测查了五年制高职生的自我同一性特点及其与社会支持的关系。本研究使用使用加藤厚编制的自我同一性地位量表和姜乾金编制的领悟社会支持量表对滨州职业学院和滨州学院331名五年制高职生进行了测查,探讨了五年制高职生这一特殊群体自我同一性的特点及其与社会支持的关系,结果表明: 1、五年制高职生自我同一性地位分布及不平衡, 9.7%的学生处于同一性形成地位,77%的学生处于同一性扩散地位。 2、五年制高职生自我同一性地位分布不存在明显的年级、性别和城乡差异。 3、五年制高职生在“现在的自我投入”和“过去的危机”没有显著的年级、性别和生源的差异。女生比男生有更高的“将来自我投入的愿望”。 4、五年制高职生在领悟到的社会支持总分上没有显著的性别、年级、城乡差异,来自城市的学生领悟到的朋友支持要高于农村学生,女生领悟到的学校、社会支持低于男生。 5、五年制高职生的家庭支持、朋友支持以及总的社会支持均与“现在的自我投入”和“将来自我投入的愿望”具有显著的正相关,与“过去的危机”相关不显著;家庭支持能够显著的正向预测五年制高职生的“现在的自我投入”和“将来自我投入的愿望”。各种社会支持对于“过去的危机”没有明显的预测作用。
[Abstract]:Self identity is an important psychological concept proposed by E. H. Erikson, a famous American psychologist. The problem of self-identity is related to all aspects of adolescent development, and its formation is a symbol of personality perfection and an aspect of the best psychological function. Social support is an important factor affecting mental health. Therefore, the study of the relationship between self-identity and social support has important practical significance and theoretical value. Five-year higher vocational education, also known as five-year vocational college or five-year vocational college, refers to the higher vocational education at the specialized level, which enroll junior middle school graduates and carry out the five-year system of training. It is a kind of educational model that highly integrates secondary vocational education with higher education. It is one of the important forms of higher vocational education in China. The psychological development of five-year vocational students is not only related to their physiological development, cognitive ability and maturity of personality, but also closely related to the political, economic, cultural background and learning tasks of the five-year students. In order to make the mental health education of five-year higher vocational students more pertinent, this paper investigates the characteristics of self-identity of five-year vocational college students and their relationship with social support. In this study 331 five-year vocational college students in Binzhou Vocational College and Binzhou University were investigated by using Kato's Self-identity status scale and Jiang Qianjin's perceived Social support scale. This paper probes into the characteristics of self-identity of the special group of five-year vocational college students and its relationship with social support. The results show that: 1, the distribution and imbalance of self-identity status of five-year vocational college students, 9.7% of the students are in the status of identity formation, 77% students are in the status of diffusion of identity. There is no obvious grade in the distribution of self-identity status of five-year vocational college students. Gender and urban and rural differences. 3. There is no significant difference in grade, sex and student source between "present self-engagement" and "past crisis" among five-year vocational college students. Girls have higher "future self-engagement aspirations" than boys. 4. There is no significant gender, grade, and urban-rural differences in the total scores of perceived social support for five-year vocational college students. Students from cities understand higher support from friends than students from rural areas. The social support of girls in schools is lower than that of boys. The family support of five-year vocational students is lower than that of students in five-year vocational colleges. Friends' support and total social support have significant positive correlation with "present self-engagement" and "future self-engagement desire", but not with "past crisis". Family support can significantly positively predict five-year vocational students'"self-engagement" and "future self-engagement desire". Social support has no obvious predictive effect on past crises.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2

【引证文献】