本文選題：自我同一性 + 社會(huì)支持　； 參考：《河北師范大學(xué)》2012年碩士論文

【摘要】：主觀幸福感是衡量和評(píng)價(jià)個(gè)體心理健康水平與生活質(zhì)量的一項(xiàng)重要的心理指標(biāo)，而個(gè)體的自我同一性則是指其認(rèn)知、需要、能力、情感以及價(jià)值觀諸特質(zhì)內(nèi)在統(tǒng)合的人格框架，它的積極獲得對(duì)于個(gè)體的健康發(fā)展有著極為重要的意義，社會(huì)支持是社會(huì)各方面所給予個(gè)體以物質(zhì)或精神上的支持和幫助的系統(tǒng)，直接影響著個(gè)體良好的情緒體驗(yàn)和對(duì)生活的滿意程度。在現(xiàn)實(shí)生活中，，個(gè)體主觀幸福感的獲得與協(xié)調(diào)的自我同一性和積極的社會(huì)支持存在著密切的相關(guān)關(guān)系，有研究顯示個(gè)體內(nèi)在的主觀幸福感極大程度上都會(huì)同時(shí)受到來自于自我同一性因素和社會(huì)支持及環(huán)境等主客觀因素的綜合作用和復(fù)雜影響，即三者的良性統(tǒng)合，積極的相互作用會(huì)對(duì)個(gè)體尤其是青少年的健康成長和發(fā)展起到巨大的促進(jìn)和推動(dòng)作用，從而使其具有明確的自我認(rèn)知、自我肯定、自我欣賞，對(duì)人生感覺有方向有目標(biāo)有意義。 近年來，針對(duì)自我同一性、社會(huì)支持與主觀幸福感之間的內(nèi)在統(tǒng)一關(guān)系，國內(nèi)外學(xué)者都進(jìn)行了大量的研究，但國內(nèi)外相關(guān)研究卻多是分別考察自我同一性因素或社會(huì)支持因素單個(gè)變量各自對(duì)個(gè)體主觀幸福感的影響，至于三者之間整體的相互關(guān)系，則仍是較少有相關(guān)研究涉及。此外，由于主觀幸福感本身所具有的復(fù)雜性，國內(nèi)外的研究者對(duì)其中許多問題也尚未達(dá)成共識(shí)。本研究則是在前輩們已有研究的基礎(chǔ)上，以我國文化背景、社會(huì)環(huán)境下的大學(xué)生為主要研究對(duì)象，探究了自我同一性、社會(huì)支持與主觀幸福感三者整體的相互關(guān)系。 為研究自我同一性、社會(huì)支持及主觀幸福感三者之間的相關(guān)關(guān)系，筆者使用自我同一性狀態(tài)量表、領(lǐng)悟社會(huì)支持量表和主觀幸福感量表對(duì)廊坊地區(qū)大學(xué)生進(jìn)行了1456份有效調(diào)查問卷分析，應(yīng)用了SPSS18.0和AMOS7.0等操作軟件分析了大學(xué)生自我同一性、社會(huì)支持及主觀幸福感的基本特點(diǎn)及兩兩之間的相關(guān)關(guān)系。 分析與討論和研究結(jié)論是本文的重點(diǎn)部分。通過對(duì)問卷數(shù)據(jù)的處理分析，就三者的關(guān)系得出以下基本結(jié)論。 1.在個(gè)體不同的自我同一性狀態(tài)上其主觀幸福感存在著差異。即成就型同一性狀態(tài)上主觀幸福感最高，擴(kuò)散型同一性則最低，。 2.社會(huì)支持的各指標(biāo)與自我主觀幸福感的相關(guān)關(guān)系均達(dá)到了非常顯著的水平。同時(shí)，通過對(duì)二者指標(biāo)中的性別因素上的差異分析得出，自我主觀幸福感水平上女生遠(yuǎn)高于男生，相關(guān)的總的社會(huì)支持也顯著高于男生。 3.自我同一性狀態(tài)（延緩狀態(tài)和成就狀態(tài)）、生活滿意度和正性情感顯著正相關(guān)，與負(fù)性情感顯著負(fù)相關(guān)。自我同一性狀態(tài)（延緩狀態(tài)和成就狀態(tài)）對(duì)主觀幸福感各維度回歸效應(yīng)顯著，在延緩狀態(tài)與主觀幸福感、成就狀態(tài)與主觀幸福感之間存在部分中介效應(yīng)。 基于本研究的結(jié)論，為國內(nèi)大學(xué)生的心理健康教育提供了科學(xué)、有效、實(shí)用的理論與方法。同時(shí)緊緊圍繞塑造健康的人格、構(gòu)建大學(xué)生社會(huì)支持體系、保持積極情緒體驗(yàn)、提高主觀幸福感、樹立正確的人生觀、價(jià)值觀、營造積極的自我概念、正確歸因、增強(qiáng)控制感、正確認(rèn)識(shí)挫折、養(yǎng)成健康的人際關(guān)系等幾方面提出了相關(guān)建議，以期更好地幫助大學(xué)生們盡快轉(zhuǎn)變角色，適應(yīng)學(xué)校生活，確立新的學(xué)習(xí)和奮斗目標(biāo)，認(rèn)識(shí)并理解自己與他人，完善和發(fā)展自我，從而具備健康成熟的個(gè)性與心理，完整和諧的人格和穩(wěn)定的情緒，也使出現(xiàn)心理問題的人早日走出心理和生活的誤區(qū)。
[Abstract]:Subjective well-being is an important psychological indicator to measure and evaluate the level of mental health and the quality of life of an individual, while the self identity of the individual refers to the internal integration of its cognitive, needs, abilities, emotions and values, and its positive acquisition is of great significance for the healthy development of the individual. It will support a system of material or spiritual support and assistance to individuals in all aspects of society, which directly affect the individual's good emotional experience and satisfaction with life. In real life, there is a close relationship between the acquisition of individual subjective well-being and the coordination of self identity and positive social support in real life. The study shows that the intrinsic subjective well-being of the individual is greatly influenced by the subjective and objective factors such as self identity and social support and environment. The positive integration of the three will greatly promote the healthy growth and development of the individual, especially the youth. To promote the role, so that it has a clear self-awareness, self affirmation, self appreciation, has a sense of direction, meaning and purpose in life.
In recent years, scholars both at home and abroad have done a great deal of research on the internal unity of self identity, social support and subjective well-being. However, most of the domestic and foreign research is about the influence of individual factors of self identity or social support factors on individual subjective well-being respectively, as to the overall relationship between the three. In addition, because of the complexity of the subjective well-being itself, the researchers at home and abroad have not reached consensus on many of them. This study is based on the previous research of the predecessors, and explores the college students in our cultural background and social environment as the main research object. The overall relationship between ego identity, social support and subjective well-being is three.
In order to study the relationship between self identity, social support and subjective well-being, the author uses a self identity scale, a social support scale and a subjective well-being scale, to analyze 1456 effective questionnaires of college students in Langfang, and use SPSS18.0 and AMOS7.0 and other operating software to analyze college students. My identity, social support and the basic characteristics of subjective well-being and the correlation between 22.
Analysis and discussion and research conclusion are the key parts of this article. Through the analysis and processing of the questionnaire data, the following basic conclusions are drawn on the relationship between the three.
1. there are differences in the subjective well-being of individuals with different self identity states, namely, the highest subjective well-being and the lowest diffusional identity in the same state of achievement.
2. the correlation between the indicators and the subjective well-being of the social support has reached a very significant level. At the same time, through the analysis of the differences in the gender factors of the two indicators, the female students are far higher than the boys in the level of self subjective well-being, and the related social support is also significantly higher than that of the boys.
3. the self identity (retarding state and achievement state), life satisfaction and positive emotion are positively correlated, and negatively correlated with negative emotion. Self identity state (delaying state and achievement state) has significant regression effect on all dimensions of subjective well-being, in delaying state and subjective well-being, between achievement state and subjective well-being. In part of the mediating effect.
Based on the conclusion of this study, it provides a scientific, effective and practical theory and method for the mental health education of college students. At the same time, it is closely related to building a healthy personality, building a social support system for college students, maintaining a positive emotional experience, improving the subjective well-being, setting up a correct outlook on life, values, and creating a positive self concept. In order to better help college students to change their roles as soon as possible, to adapt to the life of the school, to establish new learning and striving goals, to understand and understand themselves and others, to improve and develop themselves, so as to have a healthy and mature personality, in order to better help college students to change their roles as soon as possible. With psychology, complete and harmonious personality and stable mood, people with mental problems will soon get out of the misunderstanding of psychology and life.

【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：B844.2

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