大学生人格、成就动机与心理落差的关系研究
发布时间：2018-07-25 15:33
【摘要】： 本研究采用调查问卷的方法,以福建省四所高校共777名大学生为研究对象,以《大学生心理落差问卷》、《艾森克人格问卷简式量表中国版》、《成就动机量表》为研究工具,调查、分析了大学生心理落差、人格和成就动机以及它们三者间的相互关系,初步构建了变量间的关系路径图。 研究结果表明: (1)问卷所测得的大学生心理落差得分高于平均水平,各维度上均处于中等偏上水平。大学生人格P(倔强性)和人格N(情绪稳定性)得分高于全国大学生常模水平。大学生成就动机表现为:追求成功动机高于避免失败动机。 (2)在性别、是否独生子女、是否学生干部的人口学变量上,心理落差总分以及分维度均呈现出显著差异;学习方面心理落差在年级上差异显著。人格P(倔强性)和人格N(情绪稳定性)在不同父母期望程度上存在显著差异,人格P(倔强性)和人格E(内外向)在是否担任学生干部上存在显著差异。成就动机总分在性别上存在着显著差异,在专业、是否担任学生干部、不同父母期望程度的人口学变量上,追求成功动机均存在显著差异。 (3)人格E(内外向)与成就动机总分以及追求成功的动机存在显著的正相关;而与避免失败的动机存在显著的负相关;人格N(情绪稳定性)与避免失败的动机存在显著的正相关,与成就动机总分存在显著的负相关。 (4)人格N(情绪稳定性)与大学生心理落差的总分及分维度存在显著的正相关,对心理落差有正向预测作用;人格E(内外向)与心理落差总分有显著的负相关,与除恋爱方面外的其他心理落差分维度上存在显著的负相关。 (5)避免失败动机与大学生心理落差总分及各维度均呈显著正相关,且对心理落差起正向预测作用;成就动机与大学生心理落差总分及各维度均呈显著负相关;追求成功动机与人际交往、恋爱方面以及自我评价上的心理落差呈正相关。 (6)人格N(情绪稳定性)影响避免失败动机,并作用于大学生心理落差,人格N(情绪稳定性)又直接作用于大学生心理落差。
[Abstract]:In this study, a total of 777 college students from four universities in Fujian Province were investigated by using questionnaires, such as "Psychological drop questionnaire for College students", "Chinese version of Eysenck Personality questionnaire", "Achievement motivation scale" as a research tool. This paper analyzes the psychological gap, personality and achievement motivation of college students, and the relationship among them, and constructs the path map of the relationship among variables. The results show that: (1) the scores of psychological drop of college students measured by the questionnaire are higher than the average level, and all the dimensions are in the middle level. The scores of P (stubbornness) and N (emotional stability) of college students were higher than the national norm. The achievement motivation of college students is that the motivation of pursuing success is higher than that of avoiding failure. (2) in terms of gender, whether the only child is the only child, whether the student cadre is the demographic variable, There were significant differences in the total score and the subdimension of the psychological drop, and the difference in the grade was significant in the aspect of learning. Personality P (stubbornness) and personality N (emotional stability) had significant difference in different parents' expectation degree, personality P (stubbornness) and personality E (inward and outward) had significant difference in serving as student cadres. There were significant differences in the total score of achievement motivation in gender, in the demographic variables of major, student cadre, different degree of parental expectation, (3) there is a significant positive correlation between personality E (internal and external) and the total score of achievement motivation and motivation to pursue success, while there is a significant negative correlation with the motivation to avoid failure. Personality N (emotional stability) was positively correlated with motivation to avoid failure. (4) there was a significant positive correlation between personality N (emotional stability) and the total score and dimension of college students' psychological drop, which had a positive predictive effect on psychological drop; Personality E (inward and outward) was negatively correlated with the total score of psychological drop. There was a significant negative correlation between the score of psychological drop and other dimensions except love. (5) there was a significant positive correlation between the motivation of avoiding failure and the total score of psychological difference and each dimension of college students. The achievement motivation is negatively correlated with the total score and the dimensions of the psychological difference of college students, and the pursuit of success motivation and interpersonal communication. (6) Personality N (emotional stability) influenced the motivation to avoid failure, and acted on the psychological difference of college students. Personality N (emotional stability) directly affects the psychological gap of college students.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2
本文编号：2144260
[Abstract]:In this study, a total of 777 college students from four universities in Fujian Province were investigated by using questionnaires, such as "Psychological drop questionnaire for College students", "Chinese version of Eysenck Personality questionnaire", "Achievement motivation scale" as a research tool. This paper analyzes the psychological gap, personality and achievement motivation of college students, and the relationship among them, and constructs the path map of the relationship among variables. The results show that: (1) the scores of psychological drop of college students measured by the questionnaire are higher than the average level, and all the dimensions are in the middle level. The scores of P (stubbornness) and N (emotional stability) of college students were higher than the national norm. The achievement motivation of college students is that the motivation of pursuing success is higher than that of avoiding failure. (2) in terms of gender, whether the only child is the only child, whether the student cadre is the demographic variable, There were significant differences in the total score and the subdimension of the psychological drop, and the difference in the grade was significant in the aspect of learning. Personality P (stubbornness) and personality N (emotional stability) had significant difference in different parents' expectation degree, personality P (stubbornness) and personality E (inward and outward) had significant difference in serving as student cadres. There were significant differences in the total score of achievement motivation in gender, in the demographic variables of major, student cadre, different degree of parental expectation, (3) there is a significant positive correlation between personality E (internal and external) and the total score of achievement motivation and motivation to pursue success, while there is a significant negative correlation with the motivation to avoid failure. Personality N (emotional stability) was positively correlated with motivation to avoid failure. (4) there was a significant positive correlation between personality N (emotional stability) and the total score and dimension of college students' psychological drop, which had a positive predictive effect on psychological drop; Personality E (inward and outward) was negatively correlated with the total score of psychological drop. There was a significant negative correlation between the score of psychological drop and other dimensions except love. (5) there was a significant positive correlation between the motivation of avoiding failure and the total score of psychological difference and each dimension of college students. The achievement motivation is negatively correlated with the total score and the dimensions of the psychological difference of college students, and the pursuit of success motivation and interpersonal communication. (6) Personality N (emotional stability) influenced the motivation to avoid failure, and acted on the psychological difference of college students. Personality N (emotional stability) directly affects the psychological gap of college students.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2
【引证文献】
相关硕士学位论文 前2条
1 施思;有意义学习理论在高中旅游地理教学中的应用[D];华中师范大学;2012年
2 魏叶莹;大学生人格特质、自我觉察与未完成事件的状况及其关系研究[D];福建师范大学;2012年
，本文编号：2144260
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