本文選題：大學(xué)生 + 社會性發(fā)展遲滯��； 參考：《福建師范大學(xué)》2012年博士論文

【摘要】：本文在實際案例和文獻綜述的基礎(chǔ)上提出大學(xué)生“社會性發(fā)展遲滯”的概念,并對概念進行界定,接著通過五個研究對大學(xué)生的社會性發(fā)展遲滯進行探索： 首先對大學(xué)生社會性發(fā)展遲滯的公眾觀進行考察。通過搜集媒體關(guān)于當代大學(xué)生社會性發(fā)展問題的公眾評述以及訪談和開放式問卷調(diào)查驗證了當代大學(xué)生中存在社會性發(fā)展遲滯的現(xiàn)象,這些現(xiàn)象在大學(xué)生中有一定的普遍性,大學(xué)生們也認識到這些現(xiàn)象對自身的發(fā)展是不利的。大學(xué)生社會性發(fā)展遲滯的心理結(jié)構(gòu)包括個體要素、個體-社會關(guān)系要素和社會要素。 其次是編制標準化的《大學(xué)生社會性發(fā)展水平評定量表》作為社會性發(fā)展遲滯大學(xué)生的鑒別工具。該研究通過對量表的結(jié)構(gòu)探索、測題編寫、預(yù)測、修改、項目分析、結(jié)構(gòu)探索等,形成量表終稿,包括認知分量表、情感分量表和行為分量表,每個分量表下有若干觀測點。接著再抽取被試對量表終稿進行信度和效度分析,證明該量表是一個測量學(xué)特征良好的量表。 第三是對《大學(xué)生社會性發(fā)展水平評定量表》的應(yīng)用,對福州市大學(xué)生社會性發(fā)展現(xiàn)狀進行研究。結(jié)果發(fā)現(xiàn),福州市大學(xué)生社會性發(fā)展的總體狀況是不容樂觀的,且社會性發(fā)展的各個方面水平表現(xiàn)不均衡,并表現(xiàn)出年級、性別、專業(yè)、城鄉(xiāng)、獨生子女與非獨生子女的差異,同時也受到父母受教育水平的影響。 第四是通過創(chuàng)設(shè)一定的任務(wù)情境,以互動對象的熟悉性、性別和年齡作為控制因素,讓大學(xué)生被試參與不同的實驗互動過程,通過行為觀察與評定,比較發(fā)展遲滯與發(fā)展良好大學(xué)生互動行為的差異,并針對發(fā)展遲滯大學(xué)生進行特殊表現(xiàn)的觀察。結(jié)果發(fā)現(xiàn),社會性發(fā)展遲滯的大學(xué)生在面對實驗任務(wù)情境和不同性質(zhì)的互動對象時表現(xiàn)出了與其他大學(xué)生不同的特點。 第五是通過對不同社會性發(fā)展類型的大學(xué)生以及熟悉他們的教師、教輔人員、輔導(dǎo)員進行質(zhì)性訪談的方式,發(fā)現(xiàn)社會性發(fā)展遲滯的大學(xué)生在認知、情感和行為方面都表現(xiàn)出一定的特點,這與過度保護、縱容的家庭教養(yǎng)方式以及社會媒體的不良輿論導(dǎo)向、道德滑坡、學(xué)校教育的缺陷等有很大關(guān)系。
[Abstract]:On the basis of practical cases and literature review, this paper puts forward the concept of "lag in social development" of college students, defines the concept, and then explores the stagnation of social development of college students through five studies: First of all, the author investigates the public view of college students' social development retardation. By collecting the public comments on the social development of contemporary college students, interviews and open questionnaires, it is proved that the phenomenon of social retardation exists in the contemporary college students, and these phenomena have a certain universality among the college students. College students also realize that these phenomena are unfavorable to their own development. The psychological structure of college students' social retardation includes individual elements, individual-social factors and social elements. Secondly, the standardized rating scale of College students' Social Development level is developed as a tool for the identification of college students with retarded social development. By exploring the structure of the scale, compiling the test questions, predicting, modifying, analyzing the items and exploring the structure of the scale, the final draft of the scale is formed, including the cognitive component table, the emotional component table and the behavior component table. There are several observation points under each subscale. Then, the reliability and validity of the final draft of the scale were analyzed, which proved that the scale was a scale with good measuring characteristics. The third is the application of the rating scale of College students' Social Development level, and the research on the present situation of college students' social development in Fuzhou. The results show that the overall situation of the social development of college students in Fuzhou is not optimistic, and the level of social development is not balanced, and shows the differences of grade, sex, specialty, urban and rural, only child and non-only child. It is also influenced by the educational level of parents. Fourth, by creating a certain task situation, taking the familiarity, sex and age of the interactive objects as the control factors, the college students can participate in different experimental interactive processes, and observe and evaluate the behavior of the subjects. To compare the difference between the development retardation and the good college students' interactive behavior, and to observe the special performance of the retarded college students. The results show that the college students with slow social development have different characteristics from other college students when they face the situation of experiment task and the interactive objects of different properties. The fifth is to find out that the college students with slow social development are cognizing through qualitative interviews with college students of different types of social development, as well as teachers, teaching assistants and counselors who are familiar with them. Emotion and behavior all show certain characteristics, which is related to over-protection, connivance of family upbringing, bad public opinion orientation of social media, moral decline, defects in school education, and so on.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：B844.2

【引證文獻】

相關(guān)博士學(xué)位論文 前1條

1 繆佩君;大學(xué)生網(wǎng)絡(luò)自我與現(xiàn)實自我的結(jié)構(gòu)和特征[D];福建師范大學(xué);2013年

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本文編號：1850171