中职生学校归属感对自我刻板化的影响：群体认同的调节作用

发布时间：2018-05-25 04:31

本文选题：中职生 + 学校归属感　；参考：《扬州大学》2017年硕士论文

【摘要】：学校归属感是指学生在校学习过程中,与周围环境互动产生归属关系,对自己的归属需要的认知、情感体验及相应行为。群体认同是指个体与群体基于群体成员身份意义的心理联系,也就是个体将群体成员身份整合进其自我概念的程度。目前大量的研究都在探寻学校归属感以及群体认同对学生个性特征的影响,过去的研究发现学校归属感及群体认同对学生的自我效能、自我概念等方面都存在着影响,但很少有人涉及到对自我刻板化的研究,因此本文在以往研究的基础上,参照前人的研究范式,以中职生的自我刻板化为主体,探讨学校归属感对中职生自我刻板化的影响,及群体认同在其中的调节作用。本研究选取了江苏省商务高等职业学校的在校生作为被试,共进行了三个研究。研究一随机选取86名中职生被试,通过单类内隐联想测验,探究中职生是否存在自我刻板化及其方向性。结果表明,中职生普遍存在消极的自我刻板化。研究二在研究一的基础上,探究学校归属感对这种消极的自我刻板化的影响,参照国内外研究范式,对被试进行不同学校归属感水平的操纵。随机选取60名被试,分为强学校归属感组和弱学校归属感组,接受相应的操纵过程后,进行SC-IAT测验。结果表明相对于弱学校归属感被试组,强学校归属感被试组的中职生表现出更消极的自我刻板化。研究三在前两个研究的基础上,更进一步的探讨了群体认同在学校归属感和自我刻板化关系中的调节作用。随机选取120名被试,采用2(学校归属感:强,弱)X2(群体认同凸显:凸显特定群体认同,凸显一般群体认同)被试间设计。结果显示,学校归属感的主效应显著,群体认同凸显的主效应显著,并且两者的交互作用也显著。表明群体认同在学校归属感对自我刻板化的影响中起调节作用,相较于特定群体认同凸显,一般群体认同凸显时学校归属感与自我刻板化的正向关系更密切。因此本研究得出结论:中职生的学校归属感对其自我刻板化程度存在影响,群体认同在影响过程中存在调节作用。
[Abstract]:The sense of belonging in school refers to the cognition, emotional experience and corresponding behavior of the students who interact with their surroundings in the process of studying in school. Group identity refers to the psychological connection between individual and group based on the meaning of group membership, that is, the degree to which individuals integrate group membership into their self-concept. At present, a large number of studies have explored the impact of school belonging and group identity on students' personality characteristics. Previous studies have found that school belonging and group identity have an impact on students' self-efficacy and self-concept. However, few people have been involved in the study of self-stereotyping. Therefore, based on the previous studies and referring to the previous research paradigm, this paper discusses the influence of school sense of belonging on secondary vocational school students' self-stereotyping by taking the self-stereotype of secondary vocational students as the main body. And the role of group identity in the regulation. This study selected the students of Jiangsu Business higher Vocational School as subjects and carried out three studies. In the first study, 86 secondary vocational students were randomly selected to explore the existence of self-stereotyping and directionality through a single type of implicit association test. The results show that secondary vocational students generally have negative self-stereotyping. On the basis of the first study, the second study explores the influence of school sense of belonging on this negative self-stereotype. Referring to the research paradigm at home and abroad, the participants are manipulated with different levels of school belonging. Sixty subjects were randomly divided into two groups: strong school sense group and weak school sense group. After receiving the corresponding manipulation process, SC-IAT test was performed. The results showed that the secondary vocational students with strong school sense of belonging showed more negative self-stereotyping than those with weak school sense of belonging. On the basis of the first two studies, the third study further explored the role of group identity in the school sense of belonging and self-stereotyped relationship. 120 subjects were randomly selected and the subjects were designed by 2 (school sense of belonging: strong, weak X2 (group identity highlight: highlight specific group identity, highlight general group identity). The results showed that the main effect of school sense of belonging was significant, the main effect of group identity was significant, and the interaction between them was also significant. It shows that group identity plays a regulating role in the influence of school sense of belonging on self-stereotyping. Compared with the prominence of specific group identity, the positive relationship between school belonging and self-stereotyping is closer when the general group identity is prominent. Therefore, this study concludes that the school belonging of secondary vocational school students has an effect on their self-stereotyped degree, and group identity plays a regulating role in the process of influence.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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