本文關(guān)鍵詞： 大學(xué)生 堅(jiān)持性 影響因素 訪談　出處：《東北師范大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：堅(jiān)持性是指在困難和挫折面前，表現(xiàn)出的目標(biāo)導(dǎo)向的、自主的、持續(xù)努力的行為特征。它既是個(gè)體發(fā)展的重要方面，，也是人類(lèi)適應(yīng)社會(huì)生活的關(guān)鍵能力。同時(shí)堅(jiān)持性的發(fā)展也影響和促進(jìn)著其他能力的形成及發(fā)展。 1.研究一：為了進(jìn)一步了解大學(xué)生堅(jiān)持性的發(fā)展特點(diǎn)及其對(duì)在大學(xué)生獲取積極發(fā)展結(jié)果（學(xué)業(yè)成就、就業(yè)結(jié)果）中的作用，使用《大學(xué)生積極發(fā)展問(wèn)卷-堅(jiān)持性分問(wèn)卷》分別在大二年級(jí)和大四年級(jí)進(jìn)行追蹤施測(cè)，并于大四年級(jí)發(fā)放《就業(yè)結(jié)果調(diào)查問(wèn)卷》，同時(shí)收集被試六個(gè)學(xué)期的學(xué)習(xí)成績(jī)（平均學(xué)分績(jī)點(diǎn)）。研究發(fā)現(xiàn):(1）在大二到大四的兩年時(shí)間里，大學(xué)生堅(jiān)持性的發(fā)展保持相對(duì)穩(wěn)定。(2）大學(xué)生堅(jiān)持性（前測(cè)、后測(cè)）均與就業(yè)滿(mǎn)意度顯著相關(guān)，大學(xué)生堅(jiān)持性（后測(cè)）與學(xué)業(yè)成就顯著正相關(guān)。大學(xué)生堅(jiān)持性（前測(cè)、后測(cè)）可以直接有效預(yù)測(cè)其就業(yè)滿(mǎn)意度，即堅(jiān)持性水平高的被試，其就業(yè)滿(mǎn)意度更高；大學(xué)生堅(jiān)持性（后測(cè)）可以直接有效預(yù)測(cè)其學(xué)業(yè)成就（前測(cè)、后測(cè)），即堅(jiān)持性水平高的被試，其平均學(xué)分績(jī)點(diǎn)更高；但本研究中大學(xué)生堅(jiān)持性不能預(yù)測(cè)其獲得的錄取通知數(shù)量與月收入。(3)在堅(jiān)持性(前測(cè))中，高堅(jiān)持性組與低堅(jiān)持性組在就業(yè)滿(mǎn)意度方面的差異是顯著的；在堅(jiān)持性(后測(cè))中，高堅(jiān)持性組與低堅(jiān)持性組在學(xué)業(yè)成就（前測(cè)）上的差異是顯著的。 2.研究二：為了深入分析影響堅(jiān)持性發(fā)展的因素，并在此基礎(chǔ)上對(duì)促進(jìn)兒童、青少年堅(jiān)持性發(fā)展的培養(yǎng)實(shí)踐給以建議。本研究根據(jù)《大學(xué)生積極發(fā)展問(wèn)卷-堅(jiān)持性分問(wèn)卷》的測(cè)量結(jié)果，選取在堅(jiān)持性維度上得分前3%的被試，共計(jì)21人進(jìn)行了訪談，獲得他們對(duì)成長(zhǎng)過(guò)程中關(guān)于堅(jiān)持性經(jīng)驗(yàn)的報(bào)告，從中分析總結(jié)影響堅(jiān)持性發(fā)展的因素。結(jié)果如下： 從個(gè)體自身角度看：（1）高水平的自我效能感能夠促進(jìn)堅(jiān)持性的發(fā)展，（2）高水平的自尊能夠促進(jìn)堅(jiān)持性的發(fā)展，（3）樂(lè)觀的解釋風(fēng)格能夠促進(jìn)堅(jiān)持性的發(fā)展，（4）因是否堅(jiān)持而產(chǎn)生的成敗經(jīng)驗(yàn)?zāi)軌虼龠M(jìn)堅(jiān)持性的發(fā)展。 從環(huán)境角度看：（1）榜樣的力量能夠促進(jìn)堅(jiān)持性的發(fā)展，（2）自主支持的家庭教養(yǎng)方式能夠促進(jìn)堅(jiān)持性的發(fā)展，（3）自主支持的師生互動(dòng)風(fēng)格能夠促進(jìn)堅(jiān)持性的發(fā)展，（4）來(lái)自同伴的社會(huì)支持能夠促進(jìn)堅(jiān)持性的發(fā)展，（5）對(duì)困難的預(yù)期和榜樣示范能夠促進(jìn)堅(jiān)持性的發(fā)展，（6）倡導(dǎo)堅(jiān)持性的社會(huì)文化環(huán)境能夠促進(jìn)堅(jiān)持性的發(fā)展。 基于以上研究結(jié)果,對(duì)促進(jìn)兒童、青少年堅(jiān)持性發(fā)展的培養(yǎng)實(shí)踐給以建議。
[Abstract]:Persistence refers to the goal-oriented, autonomous and sustained effort behavior characteristics in the face of difficulties and setbacks. It is an important aspect of individual development. It is also the key ability of human beings to adapt to social life, and the development of persistence also influences and promotes the formation and development of other abilities. 1. Study I: in order to further understand the characteristics of college students' persistence and its role in the achievement of positive development results (academic achievements, employment results). The questionnaire of positive Development of College students-persistence questionnaire was used to carry out follow-up tests in sophomore grade and senior grade respectively, and the Employment result questionnaire was issued in senior grade. At the same time, they collected six semesters' academic scores (average GPA). The study found that the study found that 1% was a sophomore to sophomore two years. The development of college students' persistence is relatively stable. 2) College students' persistence (pre-test, post-test) is significantly related to employment satisfaction. College students' persistence (post-test) can directly and effectively predict their employment satisfaction, that is, the subjects with high level of persistence are more satisfied with employment. College students' persistence (post-test) can directly and effectively predict their academic achievement (pre-test, post-test, that is, the subjects with high level of persistence, their average score points are higher; But in this study, the number of admission notices and the monthly income of college students can not be predicted. In the persistence (pre-test), the difference between the high persistence group and the low persistence group in employment satisfaction is significant; There were significant differences in academic achievement between high persistence group and low persistence group in posttest. 2. Study II: in order to analyse in depth the factors affecting persistent development, and on the basis of this, to promote children. According to the results of the questionnaire on the positive Development of College students, the subjects who scored the top 3% in the dimension of persistence were selected. A total of 21 people were interviewed to obtain a report on their experiences of persistence during their growth, from which they analyzed and summarized the factors that affected the development of persistence. The results were as follows: From the individual's own point of view: (1) High level of self-efficacy can promote the development of persistence. (2) High level of self-esteem can promote the development of persistence. 3) optimistic explanation style can promote the development of persistence. 4) the experience of success or failure caused by persistence can promote the development of persistence. From the environmental point of view, the power of example can promote the development of persistence. (2) Self-supported family rearing style can promote the development of persistence. 3) Self-supporting teacher-student interaction style can promote the development of persistence. 4) Social support from peers can promote the development of persistence. (5) demonstration of difficult expectations and role models can promote the development of persistence. 6) Advocacy of the social and cultural environment of persistence can promote the development of persistence. Based on the above research results, to promote the development of children and adolescents to promote the practice of sexual development to give advice.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G444


本文編號(hào)：1473867