本文選題：警校大學生 + 專業(yè)承諾　； 參考：《福建師范大學》2009年碩士論文

【摘要】： 本研究以警校學生為研究對象,根據(jù)Bembenutty編制的學業(yè)延遲滿足量表(Academic Delay of Gratification Scale,ADOG)修訂出《警校學生學業(yè)延遲滿足量表》,進行的信度、效度檢驗表明該量表是測量警校學生學業(yè)延遲滿足的有效工具,同時采用美國國立衛(wèi)生統(tǒng)計中心制訂的總體幸福感量表GWB[General Well一Being Schedule]和吳蘭花自編的《大學生專業(yè)承諾量表》考察警校學生的學業(yè)延遲滿足、主觀幸福感還有專業(yè)承諾現(xiàn)狀及差異情況,探討三者之間的關(guān)系尤其是主觀幸福感、學業(yè)延遲滿足對專業(yè)承諾的影響作用,研究結(jié)果表明: (1)警校學生的專業(yè)承諾、學業(yè)延遲滿足的整體水平不是很高,主觀幸福感水平處于中高水平: (2)性別、生源所在地在總專業(yè)承諾上不存在顯著差異,在專業(yè)承諾的分維度上存在著不同的顯著差異,不同年級的警校學生在總專業(yè)承諾和感情承諾、理想承諾、繼續(xù)承諾三個維度上存在顯著差異(P＜.05):性別、年級、生源所在地在主觀幸福感不存在顯著差異,但在主觀幸福感的各因子上存在不同的顯著差異;年級、性別在學業(yè)延遲滿足上存在顯著差異(P＜.05),不同生源所在地的警校學生在學業(yè)延遲滿足上則不存在顯著差異; (3)警校學生總體主觀幸福感與總專業(yè)承諾存在顯著正相關(guān),并對總專業(yè)承諾有一定的影響作用,同時主觀幸福感還在一定水平上通過學業(yè)延遲滿足對專業(yè)承諾起一定作用; (4)警校學生總體主觀幸福感與學業(yè)延遲滿足存在顯著正相關(guān),同時對學業(yè)延遲滿足有一定的影響作用; (5)警校學生學業(yè)延遲滿足和總專業(yè)承諾存在顯著正相關(guān),并對專業(yè)承諾有一定的影響作用; (6)影響總專業(yè)承諾最重要的是主觀幸福感中的精力因子和學業(yè)延遲滿足,其次分別是憂郁或愉快的心境、對情緒和行為的控制、松弛與緊張等因子。 總之,警校學生的主觀幸福感、學業(yè)延遲滿足和專業(yè)承諾之間顯著相關(guān),研究結(jié)果提示我們:警校必須加強對大學生在生活、學習思想上的關(guān)注和教育引導,以提高其主觀幸福感的水平和學業(yè)延遲滿足感并借此作為提高其專業(yè)承諾的手段。
[Abstract]:According to the academic Delay of Gratification scale developed by Bembenutty, the academic Delay of Gratification scale is used to revise the Police College students' academic delay satisfaction scale, and the reliability of the scale is analyzed. The validity test shows that the scale is an effective tool for measuring the delayed achievement of students in police academy. At the same time, GWB [General Well-Being Schedule] and Wu Lan's "College students' Professional commitment scale" were used to investigate the students' academic delay satisfaction. Subjective well-being and professional commitment status quo and differences, to explore the relationship between the three, especially subjective well-being, academic delay to meet the impact of professional commitment, the results show that: (1) the professional commitment of the police academy students, the overall level of academic delay satisfaction is not very high, subjective well-being level is in the middle and high level: (2) there was no significant difference in total professional commitment, but significant difference in the subdimension of professional commitment among different grades of police academy students in total professional commitment, emotional commitment and ideal commitment. There were significant differences in the three dimensions of continuing commitment (P < 0.05): gender, grade, location of students were not significantly different in subjective well-being, but there were significant differences in the factors of subjective well-being. Gender had significant difference in academic delay satisfaction (P < 0. 05), but there was no significant difference in academic delay satisfaction among police school students from different places. 3) there is a significant positive correlation between the overall subjective well-being and the total professional commitment, and it has a certain effect on the total professional commitment. At the same time, the subjective well-being also plays a certain role in the professional commitment through academic delay satisfaction at a certain level. (4) there is a significant positive correlation between the overall subjective well-being of police school students and academic delay satisfaction, and it has a certain effect on academic delay satisfaction; (5) there is a significant positive correlation between academic delay and total professional commitment of police school students, and it has a certain effect on professional commitment; (6) the most important factors affecting the total professional commitment are the energy factor and academic delay satisfaction in subjective well-being, followed by melancholy or pleasant mood, control of emotion and behavior, relaxation and tension, etc. In a word, there is a significant correlation between subjective well-being, academic delay and professional commitment of police college students. The results suggest that the police academy should pay more attention to the students' life, study thought and education. To improve their subjective well-being level and academic delay satisfaction and as a means to enhance their professional commitment.
【學位授予單位】：福建師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：D631.15

【引證文獻】

相關(guān)期刊論文 前1條

1 孔令玲;紀淑香;曲海英;郁昊;岳偉華;;臨床醫(yī)學專業(yè)學生考試焦慮現(xiàn)狀及影響因素研究[J];中國衛(wèi)生事業(yè)管理;2012年12期

相關(guān)碩士學位論文 前2條

1 吳橙香;元認知信念、專業(yè)承諾與大專醫(yī)學生學業(yè)拖延的關(guān)系的研究[D];中南大學;2012年

2 徐學綏;高職生學習成就動機、學業(yè)延遲滿足與學業(yè)成績的關(guān)系研究[D];廣州大學;2012年

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本文編號：1810250