少数民族预科生的民族认同、社会支持与生活满意度

发布时间：2018-01-09 02:03

本文关键词：少数民族预科生的民族认同、社会支持与生活满意度　出处：《中国心理卫生杂志》2014年01期 　论文类型：期刊论文

【摘要】：目的:考查少数民族预科生的民族认同、社会支持和生活满意度的状况,并探讨三者之间的关系,为高校开展少数民族预科生心理健康教育提供依据。方法:选取某民族预科学校少数民族预科生430名,使用少数民族认同问卷中的本民族认同分问卷、社会支持评定量表(SSRS)和青少年学生生活满意度量表(ASLSS)进行施测。结果:ASLSS得分与本民族认同分问卷得分、SSRS得分均呈正相关(r=0.47、0.48,P0.01)。以民族认同得分作为自变量,社会支持得分和生活满意度得分作为因变量进行回归分析发现,民族认同感分别能够解释社会支持14%和生活满意度22%的变异量;以社会支持得分作为自变量,生活满意度得分作为因变量进行回归分析发现,社会支持能解释生活满意度23%的变异量。社会支持得分的中介效应检验发现,社会支持得分在民族认同得分和生活满意度得分间起部分中介作用,中介效应占总效应的比例为28.12%。结论:民族认同和社会支持与少数民族预科生生活满意度存在相关,增强少数民族预科生的民族认同和社会支持感可有助于提高其生活满意度。
[Abstract]:Objective: to investigate the status of ethnic identity, social support and life satisfaction of minority matriculation students, and to explore the relationship between them. Methods: 430 minority prep students in a certain ethnic preparatory school were selected and the ethnic identity questionnaire was used in the questionnaire. Social support rating scale (SSRS) and Adolescent students' Life satisfaction scale (ASLSS) were tested. The scores of SSRS were positively correlated with the scores of 0.47 ~ 0.48% P0.01. the scores of ethnic identity were regarded as independent variables. The scores of social support and life satisfaction were used as dependent variables in regression analysis. It was found that ethnic identity could explain the variation of social support 14% and life satisfaction 22% respectively. Using social support score as independent variable and life satisfaction score as dependent variable, it was found that social support could explain the variation of 23% of life satisfaction. The scores of social support play an intermediary role between the scores of national identity and life satisfaction. The proportion of intermediary effect to total effect is 28.120.Conclusion: ethnic identity and social support are related to the life satisfaction of minority pre-college students. Enhancing the ethnic identity and the sense of social support of minority matriculation students can help to improve their life satisfaction.
【作者单位】：北京理工大学心理健康教育与咨询中心;中国人民大学心理学系;山西大学教育科学学院;北京理工大学学生工作处;
【分类号】：C955
【正文快照】： 2010年《国家中长期教育改革与发展规划纲要》提出要“全面提高少数民族和民族地区教育发展水平”[1]。因此,近几年进入高校的少数民族预科生数量逐步增多。少数民族预科生是在少数民族地区招生,用少数民族文字参加高考或用汉语参加高考的少数民族学生。他们在进入普通本专科

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