本文關(guān)鍵詞： 時(shí)間比較 調(diào)節(jié)聚焦 自我評(píng)價(jià) 大學(xué)生　出處：《四川師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：時(shí)間比較是指?jìng)�(gè)體以不同時(shí)間點(diǎn)上的自我作為參照,是自我評(píng)價(jià)的重要信息來(lái)源。而調(diào)節(jié)聚焦是自我評(píng)價(jià)的動(dòng)機(jī),它會(huì)影響個(gè)體選擇何種參照標(biāo)準(zhǔn)來(lái)評(píng)價(jià)自己。本文將自我評(píng)價(jià)的動(dòng)機(jī)與參照標(biāo)準(zhǔn)結(jié)合,來(lái)探討時(shí)間比較、調(diào)節(jié)聚焦和自我評(píng)價(jià)之間的關(guān)系。本研究分為三部分:研究一,探討時(shí)間比較、調(diào)節(jié)聚焦和自我評(píng)價(jià)之間的關(guān)系;研究二探討時(shí)間比較對(duì)自我評(píng)價(jià)的影響;研究三探討時(shí)間比較、調(diào)節(jié)聚焦對(duì)自我評(píng)價(jià)的影響。研究一以787大學(xué)生為被試,施測(cè)調(diào)節(jié)聚焦量表、正負(fù)性情緒量表、大學(xué)生自我概念問(wèn)卷,并通過(guò)報(bào)告法測(cè)量被試自我評(píng)價(jià)的信息來(lái)源以及重要的自我概念。對(duì)數(shù)據(jù)進(jìn)行獨(dú)立樣本t檢驗(yàn)和相關(guān)分析,結(jié)果顯示:(1)大學(xué)生在進(jìn)行自我評(píng)價(jià)過(guò)程中,更傾向與過(guò)去自己比較,其次是社會(huì)比較、未來(lái)自己比較;大學(xué)生自我概念中最重要的是家庭,其次是交際和信義。(2)不同時(shí)間比較對(duì)消極情緒影響有差異,但是對(duì)其他變量的影響沒(méi)有顯著差異。(3)促進(jìn)聚焦與自我評(píng)價(jià)、積極情緒顯著正相關(guān),與消極情緒顯著負(fù)相關(guān);而防御聚焦與自我評(píng)價(jià)顯著正相關(guān),與消極情緒顯著負(fù)相關(guān),與積極情緒無(wú)顯著相關(guān)。研究二采用單因素被試間的實(shí)驗(yàn)設(shè)計(jì),86名大學(xué)生為被試,通過(guò)自我描述來(lái)操縱時(shí)間比較,最后施測(cè)正負(fù)性情緒量表和個(gè)人評(píng)價(jià)問(wèn)卷的人際自信分量表。進(jìn)行獨(dú)立樣本t檢驗(yàn),結(jié)果顯示:與進(jìn)行過(guò)去時(shí)間比較的大學(xué)生相比,進(jìn)行未來(lái)時(shí)間比較的大學(xué)生自我評(píng)價(jià)更低;與進(jìn)行過(guò)去時(shí)間比較的大學(xué)生相比,進(jìn)行未來(lái)時(shí)間比較的大學(xué)生積極情緒更低;而在消極情緒上無(wú)顯著差異。同時(shí)從總體情緒水平來(lái)看,被試的積極情緒水平顯著高于消極情緒水平。研究三采用2×2被試間的實(shí)驗(yàn)設(shè)計(jì),160名大學(xué)生為被試,通過(guò)迷宮任務(wù)誘發(fā)情境調(diào)節(jié)聚焦,然后以自我描述來(lái)操縱時(shí)間比較方式,最后施測(cè)正負(fù)性情緒量表和個(gè)人評(píng)價(jià)問(wèn)卷的人際自信分量表。進(jìn)行方差分析,結(jié)果顯示:在防御聚焦的情況下,未來(lái)時(shí)間比較的自我評(píng)價(jià)顯著高于過(guò)去時(shí)間比較的自我評(píng)價(jià);在過(guò)去時(shí)間比較條件下,促進(jìn)聚焦的自我評(píng)價(jià)顯著高于防御聚焦的自我評(píng)價(jià)。
[Abstract]:Time comparison is an important information source of self-evaluation, which refers to the self at different time points, and the adjustment of focus is the motivation of self-evaluation. It will affect the individual choice of reference criteria to evaluate themselves. This paper combines the motivation of self-evaluation with the reference criteria to explore the comparison of time. This study is divided into three parts: one is to explore the relationship between time comparison, and to regulate the relationship between focus and self-evaluation; The second study was to explore the effect of time comparison on self-evaluation; In the first study, 787 college students were selected as subjects, and the scale of adjustment focus, positive and negative emotion scale, and self-concept questionnaire of college students were tested. The information sources and important self-concept of self-evaluation were measured by reporting method. The data were tested by independent sample t-test and correlation analysis. The results showed that: 1) in the process of self-evaluation. More tend to compare with the past, followed by social comparison, the future of their own comparison; The most important part of college students' self-concept is family, followed by communication and fiduciary. However, there was no significant difference in the effect on other variables. (3) promoting focus and self-evaluation, positive emotion was significantly positive correlation, and negative correlation was significant with negative emotion. However, defense focus was positively correlated with self-evaluation, negatively correlated with negative emotion, and not correlated with positive emotion. In the second study, 86 college students were selected as subjects. Through self-description to manipulate time comparison, the final test of positive and negative emotion scale and personal evaluation questionnaire interpersonal self-confidence component table. Carry out independent sample t-test. The results showed that: compared with the college students who compared the past time, the college students who compared the future time had lower self-evaluation; Compared with the college students who compared the past time, the positive emotions of the future time comparison students were lower; However, there was no significant difference in negative emotion. At the same time, the positive emotion level of the subjects was significantly higher than that of the negative emotion level from the overall emotional level. The third study adopted the experimental design of 2 脳 2 subjects. 160 college students were involved in a maze task to induce situational adjustment and focus, and then to manipulate time comparison by self-description. Finally, the positive and negative emotion scale and personal evaluation questionnaire interpersonal self-confidence component tables. Variance analysis, the results show that: in the case of defensive focus. The self-evaluation of future time comparison was significantly higher than that of past time comparison. In the past time comparison, the self-evaluation of promoting focus was significantly higher than that of self-evaluation of defensive focus.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G444

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