大学生人际自我价值感权变性量表编制及现状研究

发布时间：2018-06-05 07:19

本文选题：大学生 + 人际自我价值感权变性　；参考：《河北师范大学》2017年硕士论文

【摘要】：大学生的人际自我价值感权变性是指大学生的自我价值评判和情感体验受其在大学校园内人际关系及事件的影响程度。本研究旨在编制大学生人际自我价值感权变性量表,并使用此量表探究大学生人际自我价值感权变性的现状。首先在查阅文献资料的基础上,通过访谈以及开放式问卷调查了解112名大学生对自我价值感的理解及其受哪些人际关系和事件影响情况,收集量表编制题库的关键词汇,编制初测问卷。再用初测问卷第一稿和第二稿分别对350、478名大学生进行调查收集数据,使用项目分析、探索性因素分析等方法进行统计处理,编制大学生人际自我价值感权变性正式量表,并检验量表的信效度;最后使用正式量表对5所大学的900名大学生调查研究现状特点,并对性别、居住地、独生与否、年级、专业、班干部与否进行差异检验和交互作用分析。研究结论如下:第一,自编的大学生人际自我价值感权变性量表经信效度检验各指标系数良好,可以作为测量大学生的工具使用。包含三个维度,每个维度有6个题项,共18个题项,15个正向计分,3个反向计分。三个维度分别是团体关系自我价值感权变性、亲密朋友自我价值感权变性和师生关系自我价值感权变性。第二,大学生人际自我价值感权变性总体水平比较高。三个维度按照权变性从高到低依次为团体关系自我价值感权变性、亲密朋友自我价值感权变性、师生关系自我价值感权变性。第三,大学生人际自我价值感权变性总分及其三个维度在性别上差异显著,女生高于男生。第四,大学生人际自我价值感权变性总分及其三个维度在居住地上差异显著,来自城镇的大学生高于来自农村的大学生。第五,在是否独生上,大学生人际自我价值感权变性总分及其三个维度差异不显著。第六,大学生人际自我价值感权变性总分及其三个维度在专业类别上差异显著,理科大学生高于文科大学生。第七,大学生人际自我价值感权变性总分和团体关系、亲密朋友自我价值感权变性在年级上差异显著,师生关系自我价值感权变性在年级上差异不显著。显著差异表现为大二年级显著低于其他三个年级。第八,大学生亲密朋友自我价值感权变性在是否担任学生干部上差异显著,非学生干部高于学生干部,其他维度和总分差异不显著。第九,对大学生人际自我价值感权变性总分和三个维度做人口学变量的多元方差分析存在显著交互作用。本研究提出了大学生人际自我价值感权变性的内涵,并通过量表编制探究其结构和实际现状,从理论上丰富了自我价值感权变性的研究内容,从现实意义上协助高校管理者了解大学生自我价值感受人际关系和事件影响的程度,以便更针对性地采取应对策略。
[Abstract]:The change of interpersonal self-worth right of college students refers to the degree to which their self-value judgment and emotional experience are influenced by their interpersonal relationships and events on campus. The purpose of this study is to develop the interpersonal self-worth right change scale for college students, and use this scale to explore the status quo of interpersonal self-worth right variability of college students. On the basis of literature review, 112 college students' understanding of self-worth and their interpersonal relationships and events were investigated through interviews and open-ended questionnaires, and the key words in the question bank were collected. To prepare the initial questionnaire. The first draft and the second draft of the preliminary questionnaire were used to collect the data of 350478 college students, and the methods of item analysis and exploratory factor analysis were used to make the formal scale of interpersonal self-worth right transgender of college students. Finally, 900 college students from 5 universities were investigated with the formal scale, and the differences of sex, residence, single child, grade, specialty, class cadre or not were tested and analyzed. The conclusions are as follows: first, the self-designed interpersonal self-worth right change scale has good reliability and validity, and can be used as a tool to measure college students. It includes three dimensions, each dimension has 6 item, altogether 18 item, 15 positive score, 3 reverse score. The three dimensions are group relationship self value right change, close friend self value right change and teacher-student relationship self value right change. Second, the overall level of interpersonal self-worth of college students is relatively high. The three dimensions are group relationship self-worth right change, intimate friend self-value right change and teacher-student relationship self-worth right change according to the weight change from high to low. Thirdly, the total score of interpersonal self-worth right of college students and its three dimensions are significantly different in gender, female students are higher than boys. Fourth, there are significant differences in the total score of interpersonal self-worth right and its three dimensions in the residence of college students. The college students from cities and towns are higher than those from rural areas. Fifth, there is no significant difference in the total score of interpersonal self-worth right change and its three dimensions. Sixth, the total score and three dimensions of the change of interpersonal self-worth right of college students are significantly different in professional category, science students are higher than liberal arts students. Seventh, the total score of interpersonal self-worth right change and group relationship of college students, close friend self-worth right change is significant difference in grade, teacher-student relationship self-worth right change is not significant difference in grade. The significant difference was that the sophomore grade was significantly lower than the other three grades. Eighth, the change of college students' intimate friends' right of self-worth is significant difference in whether they serve as student cadres, non-student cadres are higher than student cadres, other dimensions and total scores are not significantly different. Ninth, there is a significant interaction between the total score of the change of interpersonal self-worth right and the three dimensions of demographic variables of multiple variance analysis of college students. This study puts forward the connotation of interpersonal self-worth contingency of college students, and probes into its structure and actual status through compiling the scale, which enriches the research content of self-worth contingency in theory. In practical sense, it helps university administrators to understand the degree of college students' self-worth and the impact of interpersonal relationships and events, so as to adopt more targeted coping strategies.
【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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