任务难度对不同控制欲水平留守初中生焦虑和攻击性的影响

发布时间：2018-04-17 22:09

本文选题：控制欲 + 任务难度　；参考：《河北师范大学》2017年硕士论文

【摘要】：控制欲是个体对生活事件进行控制的欲望和动机。本文在国内外已有的相关研究及测评量表的基础上,编制具有良好信效度适用于初中生的控制欲量表。采用它对初中生控制欲的基本情况进行评估,并且就不同任务难度对控制欲高低水平及是否留守的初中生焦虑和攻击性的影响进行实验研究。采用2(控制欲人格特质:高控/低控)×2(是否留守:留守/非留守)×2(任务难度:易/难)的混合实验设计,控制欲水平和是否留守是被试间变量,任务难度是被试内变量。数据处理采用SPSS软件和MPLUS软件,统计分析方法包括相关分析、差异T检验、方差分析和验证性因素分析。研究结果:1、初中生控制欲量表包含四个分量表:自我控制、控制事态发展、避免被控和控制他人。总量表及分量表的同质性信度α分别为:0.871,0.716,0.719,0.749,0.704;总量表及分量表重测信度分别为0.860,0.813,0.746,0.767,0.712。应用MPLUS进行验证性因子分析:RMSEA=0.048,TLI=0.873,CFI=0.887,SRMR=0.041。量表信效度良好,符合心理测量学的要求。2、初中生的控制欲在生源地、是否独生和是否留守等人口学变量上差异不显著;避免被控的性别差异显著(t=2.71,P0.05),女生得分高于男生;控制欲总分的年级差异显著(F=5.47,P0.05),初三学生的控制欲总分最高,并且自我控制(F=5.19,P0.05)、控制事态发展(F=3.18,P0.05)、避免被控(F=7.46,P0.05)的年级差异也显著,初三学生的自我控制、避免被控得分最高;在控制事态发展维度上,初一得分最低。3、以焦虑为因变量,以任务难度、控制欲水平和是否留守为自变量进行方差分析,任务难度主效应显著,F=128.585,P0.001;是否留守的主效应显著,F=17.345,P0.001;任务难度和控制欲人格特质交互作用显著,F=40.546,P0.001;任务难度和是否留守交互作用显著,F=7.312,P0.01。4、以攻击性为因变量,以任务难度、控制欲水平和是否留守为自变量进行方差分析,任务难度的主效应显著,F=262.882,P0.001;是否留守的主效应显著,F=22.034,P0.001;任务难度和控制欲人格特质交互作用显著,F=49.949,P0.001;任务难度和是否留守交互作用显著,F=7.428,P0.01。研究结论:1、初中生控制欲量表包含四个分量表:自我控制、控制事态发展、避免被控和控制他人,信效度良好,达到心理测量学标准。2、面对不同难度任务,控制欲高低和留守与否影响初中生的焦虑水平。简单任务下,高控制欲被试的焦虑水平低于低控制欲被试,但在困难任务下,高控制欲被试的焦虑水平反而高于低控制欲被试;在简单任务下,是否留守对焦虑影响不显著,但在困难的任务下,留守初中生焦虑水平要高于非留守的被试。3、面对不同难度任务,控制欲高低和留守与否影响初中生的攻击性水平。简单任务下,高控制欲被试的攻击性水平低于低控制欲被试,但在困难任务下,高控制欲被试的攻击性水平反而高于低控制欲被试;简单任务下,是否留守对被试攻击性影响不显著,但在困难的任务下,留守的被试攻击性水平要高于非留守的被试。
[Abstract]:Individual control is to control the events in the life of desire and motivation. This paper has been in the domestic and foreign related research and evaluation scale, developed with good reliability and validity can be applied to control the scale for junior high school students. Using it to junior high school students to evaluate the basic situation of the control, and the difficulty of the task is different controlling effects of anxiety and aggression and whether the level of left behind junior high school students were studied. Using 2 (controlling personality traits: high / low control control) * 2 (if left behind: left behind / left behind) * 2 (task difficulty: easy / difficult) mixed experimental design, controlling level and whether the stay is between subjects variable, task difficulty is within subject variable. SPSS software and MPLUS software is used for data processing, statistical analysis methods including correlation analysis, difference T test, variance analysis and confirmatory factor analysis. Results: 1. The controlling amount of junior high school students The table contains four subscales: self control, control of the situation, to avoid being accused and control. The total score and subscale alpha homogeneity reliability were: 0.871,0.716,0.719,0.749,0.704; the total score and subscale test-retest reliability were 0.860,0.813,0.746,0.767,0.712. MPLUS application of confirmatory factor analysis: RMSEA=0.048, TLI=0.873, CFI=0.887, SRMR=0.041. hbvci well, in line with the requirements of psychometrics.2 control of junior high school students to students, only child or not and whether left behind other demographic variables had no significant difference; avoid gender differences was controlled significantly (t=2.71, P0.05), girls score higher than boys; controlling grade difference score significantly (F=5.47, P0.05), control three students to the highest score, and self control (F=5.19, P0.05), control developments (F=3.18, P0.05), (F=7.46, P0.05) to avoid being accused of the grade difference also significantly The junior students self control, to avoid being accused of the highest score; in control of the situation first dimension, the lowest score of.3, with the dependent variable of anxiety, with task difficulty, controlling level and whether the stay as independent variables for analysis of variance, task difficulty significant main effect of F, =128.585, P0.001; the main effect is obviously left behind, F=17.345, P0.001; task difficulty and controlling personality significant interaction, F=40.546, P0.001; task difficulty and left significant interaction, F=7.312, P0.01.4, the dependent variable is to attack, task difficulty, controlling level and whether the stay as independent variables for analysis of variance, the main effect of task difficulty significant, F=262.882 P0.001, the main effect is significant; the left, F=22.034, P0.001; task difficulty and controlling personality significant interaction, F=49.949, P0.001; task difficulty and left significant interaction, F= 7.428, P0.01. conclusions: 1, controlling scale contains four subscales: junior high school students' self control, control of the situation, to avoid being accused and control others, good reliability and validity, psychometrics standard.2, face different difficult tasks, controlling level and left behind or not affect middle school students' anxiety level. The task under high control subjects anxiety level lower than control subjects, but in the difficult task, high controlling test anxiety level is higher than that of low desire for control subjects; in simple tasks, whether left behind effect on anxiety was not significant, but in the difficult task, left behind junior middle school students the anxiety level is higher than that of the non left behind.3 of subjects, with different difficulty tasks, controlling level and left behind or not affect middle school students' aggressiveness level. Simple tasks, high controlling subjects attack level is lower than the low control subjects, but in the difficult task The aggression level of the high control subjects is higher than that of the low control subjects. Whether the left behind plays a significant role in the attack is not significant under the simple task, but under the difficult task, the left behind subjects' aggression level is higher than that of the non left behind subjects.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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