本文選題：時(shí)間觀念　切入點(diǎn)：自我決定動(dòng)機(jī)　出處：《內(nèi)蒙古師范大學(xué)》2014年碩士論文

【摘要】：同一性的形成和發(fā)展是青春期和成年早期個(gè)體最主要的任務(wù)。在這一時(shí)期，個(gè)體思考未來、計(jì)劃未來，自主地對(duì)自我有關(guān)的領(lǐng)域進(jìn)行探索和思考。個(gè)體能否順利地完成同一性的形成和發(fā)展是個(gè)體能否身心健康地發(fā)展的重要前提。 本研究選取蒙古族、漢族兩民族大學(xué)生為被試，，采用問卷法探討以下幾個(gè)問題：一、蒙、漢大學(xué)生同一性過程的一般特點(diǎn)；二、蒙、漢大學(xué)生時(shí)間觀念、自我決定動(dòng)機(jī)與同一性過程的關(guān)系；三、自我決定動(dòng)機(jī)在蒙漢大學(xué)生時(shí)間觀念與同一性過程關(guān)系上的作用；四、平衡時(shí)間觀念分類、動(dòng)機(jī)分類以及同一性狀態(tài)之間的關(guān)系。研究結(jié)論如下： （1）大學(xué)生時(shí)間觀念的享樂現(xiàn)在、宿命現(xiàn)在和消極過去維度上，民族和性別主效應(yīng)顯著，未來維度上民族與性別的交互效應(yīng)顯著。無動(dòng)機(jī)維度上民族和性別主效應(yīng)顯著；內(nèi)部動(dòng)機(jī)維度上，民族主效應(yīng)顯著，性別主效應(yīng)不顯著；外部動(dòng)機(jī)維度上，民族主效應(yīng)不顯著，性別主效應(yīng)顯著；民族與性別的交互效應(yīng)在三個(gè)動(dòng)機(jī)維度上均不顯著。在承諾過程和深度探索過程上民族主效應(yīng)顯著，而性別主效應(yīng)、民族與性別的交互效應(yīng)不顯著；承諾反思過程上，民族主效應(yīng)、性別主效應(yīng)、民族與性別的交互效應(yīng)都不顯著。 （2）相關(guān)分析表明，在全體被試中，享樂現(xiàn)在、宿命現(xiàn)在和消極過去與無動(dòng)機(jī)顯著正相關(guān)，未來和積極過去與無動(dòng)機(jī)顯著負(fù)相關(guān)；享樂現(xiàn)在、未來、積極過去和消極過去與內(nèi)部動(dòng)機(jī)、外部動(dòng)機(jī)顯著正相關(guān)；享樂現(xiàn)在、未來、積極過去、內(nèi)部動(dòng)機(jī)和外部動(dòng)機(jī)與承諾顯著正相關(guān)，宿命現(xiàn)在和無動(dòng)機(jī)與承諾顯著負(fù)相關(guān)；時(shí)間觀念的五個(gè)維度、內(nèi)部動(dòng)機(jī)和外部動(dòng)機(jī)與深度探索顯著正相關(guān)；時(shí)間觀念的五個(gè)維度和自我決定動(dòng)機(jī)的三個(gè)維度與承諾反思顯著正相關(guān)。在蒙、漢大學(xué)生被試中，三個(gè)變量間的相關(guān)存在差異。 （3）自我決定動(dòng)機(jī)在時(shí)間觀念和同一性過程中起到中介作用，各時(shí)間觀念維度通過自我決定動(dòng)機(jī)對(duì)同一性過程的間接作用表現(xiàn)出不同特異性。模型建構(gòu)在蒙漢大學(xué)生中存在差異。 （4）個(gè)體的時(shí)間觀念越趨近于平衡，自主性越高，個(gè)體在承諾和深度探索的得分越高，并更有可能達(dá)到同一性達(dá)成狀態(tài)。
[Abstract]:The formation and development of identity is the most important task for individuals in adolescence and early adulthood. In this period, individuals think about the future and plan for the future. The formation and development of identity is an important prerequisite for the development of physical and mental health. In this study, Mongolian and Han nationality college students were selected as subjects, and the following questions were discussed by questionnaire: first, the general characteristics of the process of identity of Mongolian and Han university students, secondly, the concept of time of Mongolian and Chinese college students, The relationship between self-determined motivation and identity process; third, the role of self-determining motivation in the relationship between Mongolian and Chinese college students' time concept and identity process; fourth, the classification of balanced time concept, The relationship between motivation classification and identity state. 1) in the present, fatalistic and negative past dimensions of college students' time concept, the main effects of nationality and gender are significant, the interaction effect of nationality and gender is significant in the future dimension, and the dominant effect of nationality and gender is significant in the unmotivated dimension; In the dimension of internal motivation, the national dominant effect is significant, the gender dominant effect is not significant, the external motivation dimension, the national dominant effect is not significant, the gender dominant effect is significant. The interaction effect between nationality and gender is not significant in three motivational dimensions. In the process of commitment and deep exploration, the national dominant effect is significant, while the gender dominant effect, the interaction effect between nationality and gender is not significant, and in the process of commitment reflection, the interaction effect between ethnic group and gender is not significant. The national dominant effect, the gender dominant effect, the nationality and the gender interaction effect are not remarkable. (2) correlation analysis showed that hedonic present, fatalistic present and negative past were significantly positively correlated with unmotivated in all subjects, while future and positive past were negatively correlated with unmotivated; hedonic present, future, hedonic present, and future, Positive past and negative past are significantly positively correlated with internal motivation, external motivation is significantly positive correlation, hedonic present, future, positive past, internal motivation and external motivation are significantly positively correlated with commitment, and fatalistic present and non-motivation are significantly negatively correlated with commitment. The five dimensions of time concept, internal motivation and external motivation are significantly positively correlated with the depth of exploration, while the five dimensions of time concept and the three dimensions of self-determination motivation are significantly positively related to commitment reflection. There are differences between the three variables. 3) Self-determining motivation plays an intermediary role in the process of time concept and identity, and each dimension of time concept shows different specificity in the indirect effect of self-determined motivation on the process of identity. There are differences in the model construction among Mongolian and Chinese college students. 4) the more the time concept of the individual approaches to balance and the higher the autonomy is, the higher the individual scores in commitment and deep exploration are, and the more likely it is to achieve identity.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B844.2

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