乡镇初中生的依恋风格、休闲阻碍与休闲无聊感的关系研究

发布时间：2018-06-27 05:52

本文选题：乡镇初中生 + 依恋风格　；参考：《山东师范大学》2016年硕士论文

【摘要】：当个体进入青少年期后,依恋对象开始逐渐地发生转移,个体有更多的时间与同伴和教师呆在一起,依恋对象逐渐扩展到同伴和教师身上。青少年个体对同伴的依恋有时甚至可以超出对父母和教师的依恋,因为他/她们心智已经逐渐成熟,独立性逐渐增强,有更多的与同伴进行沟通的渴望,这样,同伴依恋逐渐占据主导地位。相应地,同伴关系对青少年的影响越来越大,良好的同伴关系对青少年而言,有着积极的作用,特别是对青少年处理社会关系有积极的促进作用。因此依恋与休闲阻碍中的个人阻碍和人际阻碍有一定的联系。休闲阻碍是个体知觉到的或经验到的抑制或控制其参与休闲活动的因素。个人内阻碍是指个人状态或特质,它们限制个人参加活动的偏好。人际阻碍源于个体间的交互作用。结构阻碍对那些对一项给定的活动有偏好的个体构成阻碍。现实中的例子包括:成本,可利用的设施(设备、团队),活动地点和交通便捷性,以及活动的时间等。休闲无聊感是一种个体主观的知觉感受,系个体在休闲活动中无法体验到充分的需要满足,无法获得适当觉醒的主观感受。当个体感受到休闲无聊感时,将伴随着负面的情感与认知,知觉到休闲参与不足、涉入程度不够,以及没有兴奋、变化与新奇的感受。对初中生而言依恋的安全性与一个人的同伴关系密切联系在一起,而同伴关系与人际间阻碍有一定的关系,因此,对初中生而言依恋与休闲无聊感的关系主要是通过个人内和人际间休闲阻碍建立起来的。据此,本项研究着重探讨乡镇初中生的依恋风格、休闲阻碍与休闲无聊感的关系,据此,了解依恋风格对休闲阻碍和休闲无聊感的影响,尤其是对休闲阻碍的中介作用分析。选取260名乡镇初中生进行测试。使用的工具包括休闲阻碍量表,休闲无聊感量表,依恋问卷(儿童版)。主要结果如下:(1)不同依恋风格被试组在休闲阻碍总分、三个维度以及休闲无聊感的得分上存在显著差异。(2)休闲阻碍总分以及三个维度、休闲无聊感和被试依恋风格(疏离型除外)间相关显著。(3)休闲阻碍在安全型依恋和休闲无聊感之间起完全中介作用。(4)休闲阻碍中的人际间阻碍维度得分存在性别差异,男生得分显著高于女生。(5)休闲无聊感得分存在年级差异,且存在性别与年级的交互作用。本项研究认为:乡镇初中生依恋的性质影响休闲阻碍和休闲无聊感的形成。乡镇初中生的休闲生活与他们的依恋风格有密切的关系。休闲生活是乡镇初中生个体生活的重要组成部分。
[Abstract]:When the individual enters the adolescence period, the attachment objects begin to shift gradually, the individual has more time to stay with his peers and teachers, and the attachment objects gradually expand to the peers and teachers. Individual attachment to peers can sometimes go beyond attachment to parents and teachers because they have matured, become more independent and have a greater desire to communicate with their peers. Peer attachment is gradually taking the lead. Accordingly, peer relationship has more and more influence on teenagers, and good peer relationship plays a positive role in adolescents, especially in dealing with social relations. Therefore, attachment has certain connection with personal hindrance and interpersonal hindrance in leisure hindrance. Leisure obstruction is an individual perceived or experienced inhibition or control of their participation in leisure activities. Personal hindrance refers to a personal state or trait that limits one's preference for participating in activities. Interpersonal hindrance originates from the interaction between individuals. Structural hindrance hinders individuals who have a preference for a given activity. Examples include: cost, available facilities (equipment, teams), location and accessibility, and timing. Leisure boredom is a subjective perception of the individual, which is that the individual can not experience adequate needs in leisure activities, and can not obtain the subjective feeling of proper awakening. When individuals feel leisure boredom, it will be accompanied by negative feelings and cognition, perceived leisure participation is insufficient, involvement is not enough, and there is no excitement, change and novelty feeling. For junior high school students, the security of attachment is closely related to a person's peer relationship, and peer relationship has a certain relationship with interpersonal hindrance. For junior high school students, the relationship between attachment and leisure boredom is mainly established through personal and interpersonal leisure barriers. Based on this, this study focuses on the relationship between attachment style, leisure hindrance and leisure boredom of township junior high school students. Based on this, we can understand the influence of attachment style on leisure hindrance and leisure boredom, especially on the intermediary function of leisure hindrance. 260 junior middle school students in villages and towns were tested. The tools used include the leisure barrier scale, the leisure boredom scale, and the attachment questionnaire (children's version). The main results are as follows: (1) there were significant differences in the total score of leisure obstruction, three dimensions and the score of leisure boredom in the subjects with different attachment styles. (2) the total score and three dimensions of leisure hindrance. The relationship between leisure boredom and attachment style (excluding estrangement) was significant. (3) leisure hindrance played a complete intermediary role between secure attachment and leisure boredom. (4) there were gender differences in interpersonal barrier dimensions in leisure barriers. The scores of male students were significantly higher than that of girls. (5) the scores of leisure boredom had grade differences and the interaction between sex and grade. The nature of attachment affects the formation of leisure hindrance and leisure boredom. The leisure life of township junior high school students is closely related to their attachment style. Leisure life is an important part of township junior high school students' individual life.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B844.2

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