青年自我同一性与幸福感关系研究

发布时间：2018-04-21 09:11

本文选题：自我同一性 + 心理幸福感　；参考：《天津师范大学》2011年硕士论文

【摘要】：自我同一性作为青少年发展的核心问题一直是心理学研究的重要课题。自我同一性的形成,能使个体体验到一种自信感,一种自我价值感,以及自身重要性的增加,获得一种心理上的幸福与安宁之感,它标志着人格的完善。个体在明确自己是谁,能正确认识过去,把握现在,对未来形成明确的目标并积极行动的过程中将伴随着各种幸福的主观的、心理的感受。也就是说,青年期自我同一性达成各种状态时会产生不同的主观幸福感和心理幸福感。因此,本研究采用横断设计探讨在大学一二三四年级、毕业后1-3年的青年个体的自我同一性发展特点,以及与幸福感影响的关系。本研究采用整群抽样和随机抽样法,运用自我同一性地位问卷、心理幸福感调查问卷、情感平衡问卷和Andrews Withey的人脸量表对1653名高职、本科学生和毕业后直接工作1-3年的学生进行了问卷调查,结果如下：(1)男女生同一性地位的分布趋势是不同的,随着年级和工作年限发展,不同性别的学生有着不同的向前发展趋势；(2)自我同一性各尺度(现在的自我投入、过去的危机、将来自我投入的愿望)得分与心理幸福感(PWB)总分、各因子、总体幸福感(笑脸)和主观幸福感总分(SWB)显著相关；(3)自我同一性各地位除了M地位,其它各地位都与心理幸福感(PWB)总分和主观幸福感总分(SWB)显著相关,A地位与个人成长显著相关,A-F地位与心理幸福感(PWB)各因子都显著相关,F地位与生活目标、自我接纳显著相关,M地位与心理幸福感各因子显著相关,M地位与心理幸福感(PWB)总分、各因子、总体幸福感(笑脸)、情感平衡和主观幸福感总分(SWB)都未表现出显著相关,D-M地位与生活目标显著相关,D地位与心理幸福感(PWB)总分、各因子、总体幸福感(笑脸)和主观幸福感总分(SWB)都呈显著负相关；(4)自我同一性各尺度--现在的自我投入、过去的危机、将来自我投入的愿望的高、中、低分组与心理幸福感总分(PWB)和主观幸福感总分(SWB)存在着显著差异,且高分者幸福感高,低分者幸福感低。随着自我同一性各尺度高中低分,PWB和SWB得分呈现出逐渐降低的变化趋势；(5)处于不同同一性地位个体的心理幸福感(PWB)和主观幸福感(SWB)表现出显著性差异；(6)自我同一性各尺度得分、地位对心理幸福感(PWB)和主观幸福感(SWB)有预测作用；(7)人口变量对同一性各尺度、地位与心理幸福感和主观幸福感有着不同影响。
[Abstract]:Self-identity as the core issue of adolescent development has been an important subject of psychological research. The formation of self-identity can make the individual experience a sense of self-confidence, a sense of self-worth, as well as the increase of its importance, and obtain a sense of psychological happiness and tranquility, which marks the perfection of personality. In the process of knowing who one is, knowing the past correctly, grasping the present, forming a clear goal for the future and taking positive action, the individual will be accompanied by a variety of subjective and psychological feelings of happiness. In other words, youth self-identity can produce different subjective and psychological well-being. Therefore, the cross-sectional design was used to explore the characteristics of self-identity development and the relationship between self-identity and well-being of young individuals in 1234 years and 1-3 years after graduation. In this study, cluster sampling and random sampling, self-identity status questionnaire, psychological well-being questionnaire, emotional balance questionnaire and Andrews Withey's face scale were used in 1653 vocational colleges. A questionnaire survey was conducted between undergraduate students and students who worked directly for 1-3 years after graduation. The results are as follows: (1) the distribution trend of male and female students' identity status is different, with the development of grades and working years. Students of different genders have different developmental trends. They have different self-identity scales (present self-involvement, past crisis, future self-involvement desire) and mental well-being (PWB). Total happiness (smiling face) and total subjective well-being (SWB) were significantly correlated with self-identity (except M status). All other positions were significantly correlated with the total score of mental well-being (PWB) and the total score of subjective well-being (SWB). Self-acceptance was significantly correlated with each factor of psychological well-being (P < 0.05). Overall well-being (smiling face, total score of emotional balance and subjective well-being, SWB) showed no significant correlation between D-M status and life goal. Overall well-being (smiling face) and SWB (total score of subjective well-being) were significantly negatively correlated with each measure of self-identity-the current self-engagement, the past crisis, and the high desire for future self-engagement. There were significant differences between low score and total score of mental well-being (PWB) and SWB (total score of subjective well-being). The scores of PWB and SWB of individuals with different identity status showed significant difference with each scale of self-identity, such as the scores of mental well-being and subjective well-being of individuals with different identity status. Status has a predictive effect on mental well-being (PWB) and subjective well-being (SWB). (7) population variables have different effects on different scales of identity, and status has different effects on psychological well-being and subjective well-being.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：B844.2

【引证文献】