本文選題：大學(xué)生 + 領(lǐng)導(dǎo)力結(jié)構(gòu)��； 參考：《華東師范大學(xué)》2012年碩士論文

【摘要】：領(lǐng)導(dǎo)力是社會(huì)科學(xué)中研究較多的課題之一,但由于缺乏系統(tǒng)整合的理論框架,西方領(lǐng)導(dǎo)力研究至今未形成一個(gè)被大家廣為認(rèn)可的理論體系。已有的領(lǐng)導(dǎo)力理論及研究成果主要是針對(duì)商業(yè)領(lǐng)袖、管理者、軍官等成人樣本,對(duì)于大學(xué)生這個(gè)特殊群體,其領(lǐng)導(dǎo)力包含哪些要素,應(yīng)該如何培養(yǎng),國內(nèi)外還缺乏系統(tǒng)的研究。 本研究在借鑒前人研究的基礎(chǔ)上,運(yùn)用問卷調(diào)查法收集數(shù)據(jù),采用探索性因素分析、驗(yàn)證性因素分析、方差分析、相關(guān)分析、多元線性回歸分析等多種統(tǒng)計(jì)分析方法,對(duì)數(shù)據(jù)進(jìn)行分析解釋,建構(gòu)并驗(yàn)證了大學(xué)生領(lǐng)導(dǎo)力結(jié)構(gòu)模型。通過對(duì)長三角地區(qū)三所院校近900名大學(xué)生的測試,就我國大學(xué)生領(lǐng)導(dǎo)力結(jié)構(gòu)及其相關(guān)因素進(jìn)行了探討。研究主要結(jié)果如下： 一、通過探索性因素分析和驗(yàn)證性因素分析,構(gòu)建了包含任務(wù)處理、關(guān)系處理和動(dòng)機(jī)態(tài)度三個(gè)維度的大學(xué)生領(lǐng)導(dǎo)力結(jié)構(gòu)模型。大學(xué)生領(lǐng)導(dǎo)力問卷的信度和效度均符合心理測量學(xué)的要求； 二、人格維度中的宜人性A(p.001)、責(zé)任心C(p.001)、神經(jīng)質(zhì)N(p.05)和成就動(dòng)機(jī)維度的追求成功(p.001)、回避失敗(p.01)對(duì)領(lǐng)導(dǎo)力均有顯著預(yù)測作用,其中宜人性A、責(zé)任心C、追求成功與領(lǐng)導(dǎo)力得分呈現(xiàn)顯著正相關(guān),而神經(jīng)質(zhì)N與領(lǐng)導(dǎo)力得分呈現(xiàn)顯著負(fù)相關(guān)； 三、擔(dān)任學(xué)生干部的累計(jì)時(shí)間與責(zé)任心C(p.05)、追求成功(p.01)和回避失敗p.01)三個(gè)維度得分均呈顯著相關(guān),其與責(zé)任心C、追求成功存在顯著正相關(guān),而與回避失敗存在顯著負(fù)相關(guān)； 四、學(xué)業(yè)成就的兩個(gè)指標(biāo)——高考成績和綜合測評(píng)成績對(duì)領(lǐng)導(dǎo)力得分沒有顯著的預(yù)測作用； 五、領(lǐng)導(dǎo)力得分并不存在男女性別上的差異,同時(shí)也沒有發(fā)現(xiàn)人格、成就動(dòng)機(jī)、學(xué)業(yè)成就和領(lǐng)導(dǎo)力得分在專業(yè)、年級(jí)等因素上的差異。
[Abstract]:Leadership is one of the most widely studied topics in social sciences. However, due to the lack of systematic integration theory framework, the western leadership research has not formed a widely recognized theoretical system. The existing leadership theory and research results are mainly aimed at business leaders, managers, military officers and other adult samples, for this special group of college students, what elements of leadership should be developed, There is no systematic research at home and abroad. Based on the previous studies, this study uses questionnaire method to collect data, adopts exploratory factor analysis, confirmatory factor analysis, variance analysis, correlation analysis, etc. Multiple linear regression analysis and other statistical analysis methods are used to analyze and interpret the data and construct and verify the leadership structure model of college students. Based on the test of nearly 900 college students in three universities in the Yangtze River Delta, this paper discusses the leadership structure of Chinese college students and its related factors. The main results are as follows: firstly, through exploratory factor analysis and confirmatory factor analysis, a leadership structure model of college students is constructed, which includes three dimensions: task processing, relationship processing and motivational attitude. The reliability and validity of the leadership questionnaire of college students met the requirements of psychometrics. Secondly, the personality dimensions, such as aptitude, responsibility, neuroticism, and achievement motivation, had a significant predictive effect on leadership, and the dimensions of achievement motivation, avoidance, failure and avoidance were significant predictors of leadership. Among them, A, C of sense of responsibility, pursuit of success and leadership score were positively correlated, while neurotic N was negatively correlated with leadership score. The accumulative time of student cadres was significantly correlated with the scores of responsibility, success, success and avoidance failure, which was positively correlated with responsibility C and success, but negatively correlated with avoidance failure. There was no significant predictive effect on leadership scores by the two indicators of academic achievement: college entrance examination results and comprehensive assessment results. Fifth, there was no gender difference in leadership scores, and no personality or achievement motivation was found. Differences in academic achievement and leadership scores in professional, grade and other factors.
【學(xué)位授予單位】：華東師范大學(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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本文編號(hào)：1999409