本文選題：大學生 + 自我同一性�。� 參考：《陜西師范大學》2005年碩士論文

【摘要】：隨著網(wǎng)絡(luò)的發(fā)展,網(wǎng)絡(luò)成癮作為一種現(xiàn)象,日益侵入大學校園,并對大學生的學習、生活以及健康等問題帶來了很大的負面影響。網(wǎng)絡(luò)成癮成為關(guān)注大學生心理健康新的熱點問題。了解大學生網(wǎng)絡(luò)成癮狀況,并對其影響因素進行探討,為采取有效的干預(yù)措施提供依據(jù),具有重要的現(xiàn)實意義。分析國內(nèi)對網(wǎng)絡(luò)成癮的研究,各地的研究主要以綜述或理論分析為主,且研究內(nèi)容大多集中在對網(wǎng)絡(luò)成癮的特點及危害的分析上,對網(wǎng)絡(luò)成癮影響因素的實證研究較少。自我同一性是青少年心理社會發(fā)展的核心課題,大學生正處在自我同一性形成的關(guān)鍵期或“危險期”,研究自我同一性這一人格中核心的自我調(diào)控系統(tǒng)對網(wǎng)絡(luò)成癮的影響具有重要的理論意義�？紤]到網(wǎng)絡(luò)過度使用和個人時間管理的聯(lián)系,本研究選取時間管理傾向這一時間維度上的人格特征作為網(wǎng)絡(luò)成癮的又一影響因素,并探討這一人格維度對網(wǎng)絡(luò)成癮的影響。 本研究主要采用問卷法進行研究,被試是來自于西安5所高校的519名大學生,問卷主要采用美國彼茲堡大學Kimbly. S. Young編制的“網(wǎng)絡(luò)成癮診斷”量表,加藤厚所編制的“自我同一性地位”量表,臺灣江南發(fā)編制的“青少年同一性危機”量表以及黃希庭等人編制的“時間管理傾向”量表。 本研究主要考察了以下幾方面的問題:一、大學生網(wǎng)絡(luò)成癮的狀況。二、自我同一性與網(wǎng)絡(luò)成癮的關(guān)系分析。三、時間管理傾向與網(wǎng)絡(luò)成癮的關(guān)系分析。四、自我同一性、時間管理傾向與網(wǎng)絡(luò)成癮的關(guān)系,考察前兩者對后者的影響力和預(yù)測效果。研究結(jié)果表明: 1、在本次調(diào)查中確定網(wǎng)絡(luò)成癮人數(shù)為75人,年齡在18—25歲之間,占總?cè)藬?shù)的14.5%。這一比率和近期對網(wǎng)絡(luò)成癮發(fā)生率(8%～14%)的調(diào)查基本一致。網(wǎng)絡(luò)成癮表現(xiàn)出極為明顯的性別差異,男生網(wǎng)絡(luò)成癮的人數(shù)顯著多于女生。在專業(yè)和學校類型上未表現(xiàn)出差異。大學生網(wǎng)絡(luò)成癮人數(shù)的年級分布呈現(xiàn)出非常顯著的差異。大一和大三是網(wǎng)絡(luò)成癮的高峰期,大二和大四為回落期。 2、大學生在自我同一性“現(xiàn)在的自我投入"(尺度Ⅰ)、“過去的危機”(尺度Ⅱ)、“將來自我投入的愿望”(尺度Ⅲ)三個尺度上表現(xiàn)出顯著的專業(yè)差異,文科生的得分顯著高于理科生。而三尺度的性別差異不顯著。 大學生自我同一性各地位的分布很不均衡,其差異達到了顯著性水平;而在同一性各地位的年級分布上,只有在A地位(同一性形成地位)上表現(xiàn)出年級差異,
[Abstract]:With the development of Internet, Internet addiction, as a phenomenon, increasingly invades the university campus, and brings great negative effects on the study, life and health of college students. Internet addiction has become a new hot issue of college students' mental health. It is of great practical significance to understand the status of internet addiction among college students and to explore its influencing factors to provide the basis for effective intervention measures. To analyze the domestic research on Internet addiction, most of the research focus on the characteristics and harm of Internet addiction, and the empirical research on the influencing factors of Internet addiction is less. Self-identity is the core subject of teenagers' psychological and social development. College students are in the critical period or "dangerous period" of the formation of self-identity. It is of great theoretical significance to study the influence of self-identity, the core self-regulation system, on internet addiction. Considering the relationship between internet overuse and personal time management, this study selects the personality characteristics of time management tendency as another influencing factor of Internet addiction, and probes into the influence of this personality dimension on Internet addiction. In this study, 519 college students from 5 universities in Xi'an were investigated by questionnaire, and Kimbly, University of Petersburg, USA. S. Young's Internet Addiction Diagnostic scale, Kato Hou's self identity status scale, Taiwan Jiangnan Fa's Youth identity crisis scale and Huang Xiting's time Management disposition scale. This study mainly examines the following problems: first, the status of Internet addiction among college students. Second, the relationship between self identity and internet addiction. Third, the relationship between time management tendency and Internet addiction. Fourth, the relationship between self identity, time management tendency and internet addiction. The results show that: 1. In this survey, the number of Internet addicts was 75, aged between 18 and 25, accounting for 14.5. This rate is basically consistent with the recent survey on the incidence of internet addiction. The number of boys with internet addiction was significantly higher than that of girls. There was no difference between major and school type. There is a significant difference in the grade distribution of Internet addiction among college students. Freshmen and sophomores are the peak of Internet addiction, sophomore and sophomore fall. 2. College students showed significant professional differences on three scales of self-identity "present self-engagement" (scale 鈪，

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