大学生社会支持、自我效能感和拖延对无聊状态的影响

发布时间：2018-05-10 23:13

本文选题：无聊状态 + 社会支持　；参考：《浙江大学》2017年硕士论文

【摘要】：无聊是大学生常见的负性体验之一。目前关于大学生无聊的研究还不是很丰富,且大都选取无聊倾向性作为主题,并将其纳入人格范畴进行考察,缺乏对大学生日常生活中状态性无聊产生机制的理解。本研究着重探究了大学生无聊状态的影响因素,以期对大学生无聊状态的干预和咨询工作提供指导和依据。研究分为三个部分:第一部分结合对大学生无聊产生原因的半结构化访谈以及相关文献的分析,明确了后续研究将围绕考察大学生社会支持、自我效能感和拖延对无聊状态的影响展开;第二部分对716名大学生进行了问卷调查,定量研究社会支持、自我效能感和拖延对无聊状态的影响;第三部分采用半结构化访谈对6位不同无聊程度的大学生进行了个案研究,一方面对第二部分的研究结果进行佐证,另一方面通过访谈探寻改善大学生无聊状态的途径。研究结论如下:1.大学生报告出一种包含多种情感、动机和认知表现的无聊状态;2.大学生社会支持和自我效能感可以负向预测无聊状态,拖延可以正向预测无聊状态;自我效能感和拖延在社会支持对无聊的影响中起部分中介作用;3.缺少室友支持和同伴性支持并且更倾向于被动获取支持的、自我效能感较低的、拖延行为较严重的大学生更容易陷入无聊状态;缺乏明确的目标、体验到的心理落差、处于无事可做的空档期也会让大学生感到无聊;4.改善大学生的无聊状况可以从帮助大学生改变对无聊的认知、提高主动性、设定明确目标、采用合理的无聊应对方式等途径入手。
[Abstract]:Boredom is one of the common negative experiences of college students. At present, the research on boredom is not very rich, and most of them choose boring tendencies as the subject, and take them into the personality category, and lack the understanding of the mechanism of the state boredom in the daily life of college students. This study focuses on the boring state of college students. The influence factors are expected to provide guidance and basis for the intervention and consultation of College Students' boredom. The study is divided into three parts. The first part combines the semi structured interview with the causes of College Students' boredom and the analysis of related literature. It is clear that the follow-up study will revolve around the social support, self efficacy and procrastination of the college students. The influence of boredom is unfolded; in the second part, a questionnaire survey of 716 college students is conducted to quantify the influence of social support, self efficacy and procrastination on boredom. The third part adopts a semi structured interview to study 6 college students with different boredom. On the one hand, the results of the second part of the study are carried out. Evidence, on the other hand, explores ways to improve college students' boredom through interviews. The conclusions are as follows: 1. college students report a state of boredom containing a variety of emotions, motivation and cognitive performance; 2. the social support and self-efficacy of college students can negatively predict boredom, procrastination can predict boredom, self-efficacy and the sense of self efficacy. Procrastination is partly mediated by social support on boredom; 3. lack of roommate support and peer support and more passive support, low self-efficacy, and more procrastinating college students who are more likely to fall into boredom, lack a clear target, experience psychological gaps, and be in the empty space. Grade period can also make college students feel bored; 4. improving college students' boredom can help college students to change their awareness of boredom, improve their initiative, set clear goals, and adopt a reasonable way of boredom coping.

【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】