大专生自我同一性的干预研究

发布时间：2018-01-09 11:40

本文关键词：大专生自我同一性的干预研究　出处：《安徽师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：自我同一性概念及其形成与发展理论在埃里克森(E.H. Erikson)个体发展学说中被视为终生性的一项内容，具有发展性和过程性。无论是青春期的少年，还是在校读书的专科生，防止同一性扩散、促进同一性达成都是其人生发展阶段不可避免的问题和必须解决的任务;当前学校心理健康教育与心理素质教育培养中的一个核心即是个性发展，关键内容则是自我同一性的确立(自我统合)。因此，探索大专生自我同一性的有效干预与辅导途径是一个重要的研究课题。本研究以江西省一所专科学校土木专业大二两个班的学生为被试。首先，，在干预实验之前，进行了一定范围的调查研究，通过这一研究，了解专科生自我同一性地位分布的现状以及大专生人际关系、学校归属感和偶像崇拜与自我同一性的关系，并将其与情绪智力训练目标结合起来，构建了具有现实性、针对性、可操作性的“专科生自我同一性团体心理辅导”的方案。通过对大专生人际关系、学校归属感及偶像崇拜三个方面的提高为主要的干预内容。根据调查的结果选择合适的两个班；然后随机选定其中一个班作为实验组，对其进行为期2个月的团体心理辅导，另一个班作为对照组，不做任何处理，干预结束进行后测。探讨了基于心理素质教育的原则开展的团体心理辅导对专科生自我同一性影响的效果。本研究得出以下结论： (1)大专生自我同一性的地位分布不均衡，94%的大专生自我同一性没有确立，59.7%大专生处于同一性扩散—积极的延缓中间地位(D-M地位)。 (2)大专生的人际关系、学校归属感和偶像崇拜与自我同一性呈现显著的相关。 (3)大专生的人际关系、学校归属感和偶像崇拜对自我同一性有显著的预测作用。 (4)基于心理素质教育内容和原则开展的心理团体辅导对改善、促进大专生自我同一性的水平是有效的、可操作的。
[Abstract]:The concept of self-identity and its formation and development theory are regarded as a life-long content in the theory of individual development of E. H. Erikson. Has the development and the process. No matter is the adolescence young, or studies the specialized college student in the school, prevents the identity to spread. Promoting identity to Chengdu is an inevitable problem and must be solved in the stage of its life development. At present, one of the core of school mental health education and psychological quality education is personality development, and the key content is the establishment of self-identity (self-integration). It is an important research topic to explore the effective intervention and guidance of self-identity of college students. This study takes two classes of civil engineering major in Jiangxi Province as the subjects. First, before the intervention experiment, a certain range of investigation and research was carried out through this study. To understand the status distribution of self-identity of junior college students and the interpersonal relationship of college students, the relationship between school belonging, idolatry and self-identity, and to combine it with emotional intelligence training goal. This paper constructs a realistic, targeted and operable program of "Self-identity Group Psychological guidance for Junior College students", which is based on the interpersonal relationship of college students. The three aspects of school belonging and idolatry were the main intervention contents. According to the results of the investigation, the appropriate two classes were selected; Then one of the classes was chosen as the experimental group at random, and the other class was used as the control group for 2 months of group psychological counseling without any treatment. The effect of group psychological counseling based on the principle of psychological quality education on self-identity of junior college students was discussed. This study draws the following conclusions: 1) the status distribution of self-identity of college students is not balanced. 94% of college students have not established their self-identity. The 59.7% college students are in the identity diffusion-positive retarding middle position and D-M status. (2) interpersonal relationships, school belonging and idolatry are significantly related to self-identity. 3) interpersonal relationships, school sense of belonging and idolatry have significant predictive effects on self-identity. 4) Psychological group counseling based on the contents and principles of psychological quality education is effective and operable to improve the level of self-identity of college students.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G448;G645.5

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