本文選題：青少年 + 人際交往�。� 參考：《西南師范大學(xué)》2004年碩士論文

【摘要】：青少年人際交往自我效能感是青少年作為交往主體在不同的交往情境中，運(yùn)用自身所具備的交往能力，采取遵循交往規(guī)則的交往策略，能達(dá)到的交往成效的自我評(píng)價(jià)，是青少年在人際交往過程中的個(gè)體內(nèi)在心理機(jī)制。對(duì)青少年人際交往自我效能感及其影響因素的實(shí)證研究既是對(duì)自我效能感研究的發(fā)展又是對(duì)人際交往研究的深化，是對(duì)青少年人際交往的內(nèi)在心理機(jī)制和成因的探索，也是為青少年的人際交往教育提供理論支持的現(xiàn)實(shí)要求。目前國(guó)內(nèi)外對(duì)在青少年人際交往中自我效能感研究還很少見，本研究通過相關(guān)文獻(xiàn)的分析和調(diào)查，探討人際交往自我效能感心理結(jié)構(gòu)及影響因素成分，根據(jù)青少年人際交往自我效能感心理結(jié)構(gòu)編制“青少年人際交往自我效能感初始量表”，采用因素分析的方法得出青少年人際交往自我效能感心理結(jié)構(gòu)實(shí)證模型，并根據(jù)該實(shí)證模型編制“青少年人際交往自我效能感量表”作為探討青少年人際交往自我效能感發(fā)展特點(diǎn)的測(cè)量工具。同時(shí)，根據(jù)構(gòu)建的青少年人際交往自我效能感影響因素成分編制了“青少年人際交往自我效能感影響因素問卷”，探討青少年人際交往自我效能感成因。運(yùn)用上述量表和問卷對(duì)1236名中學(xué)生的測(cè)量分析，結(jié)果表明： (1) 青少年人際交往自我效能感心理結(jié)構(gòu)由2個(gè)維度7個(gè)因素組成。兩個(gè)維度分別是交往能力維度和交往策略維度；7個(gè)因素分別是：主動(dòng)性、堅(jiān)持性、靈活溝通、尊重與坦誠(chéng)、理解能力、自我能力、表達(dá)能力。 (2) 自編的“青少年人際交往自我效能感量表”具有可以接受的信、效度，可以作為測(cè)量青少年人際交往自我效能感的工具。 (3) 青少年人際交往自我效能感的發(fā)展存在性別差異，女生的人際交往自我效能感發(fā)展水平顯著高于男生。 (4) 青少年人際交往自我效能感存在顯著年級(jí)差異，在得分上表現(xiàn)為高三＞初三＞高二＞高一＞初二＞初一的變化趨勢(shì)，隨年級(jí)遞增呈先上升后下降再上升趨勢(shì)，其中初一年 青少年人際交往自我效能感及其影響因素研究 級(jí)為最低點(diǎn)，高三年級(jí)為最高點(diǎn)，青少年人際交往自我效能感隨年級(jí)的升高而上升。 (5)青少年人際交往自我效能感總在學(xué)校類型上存在著顯著的差異。在總體上表現(xiàn) 出重點(diǎn)中學(xué)普通中學(xué)職業(yè)中學(xué)的發(fā)展特點(diǎn)。 (6)青少年人際交往自我效能感的各個(gè)影響因素中個(gè)體交往經(jīng)歷對(duì)人際交往自我效 能感的影響最大。個(gè)體特征、家庭環(huán)境、學(xué)校環(huán)境和社會(huì)環(huán)境四個(gè)維度對(duì)青少年人際交 往自我效能感影響作用顯著，其對(duì)青少年人際交往自我效能感的影響有9條顯著路徑。 其中個(gè)體特征、學(xué)校環(huán)境和社會(huì)環(huán)境三個(gè)維度的因素對(duì)青少年人際交往自我效能感產(chǎn)生 直接影響，，個(gè)體特征維度對(duì)青少年人際交往自我效能感的直接作用最大，其次為學(xué)校環(huán) 境、社會(huì)環(huán)境。家庭環(huán)境分別通過個(gè)體特征和學(xué)校環(huán)境對(duì)人際交往自我效能感產(chǎn)生間接 影響，社會(huì)環(huán)境通過學(xué)校環(huán)境、個(gè)體特征對(duì)人際交往自我效能感產(chǎn)生間接影響，學(xué)校環(huán) 境通過社會(huì)環(huán)境和個(gè)體特征對(duì)人際交往自我效能感產(chǎn)生間接影響。 (7)個(gè)人交往經(jīng)歷、交往情感體驗(yàn)、別人對(duì)自己交往能力的評(píng)價(jià)、外貌、家庭經(jīng)濟(jì) 狀況、特長(zhǎng)、家庭教養(yǎng)方式、教師對(duì)學(xué)生交往的態(tài)度8個(gè)因素能夠預(yù)測(cè)青少年人際交往 自我效能感。 (8)基于領(lǐng)域相關(guān)自我效能感的研究思路構(gòu)建的“人際交往自我效能感量表”比基 于一般自我效能感研究思路改編的“人際交往一般自我效能感量表”對(duì)個(gè)人的交往經(jīng)歷， 交往中的情感體驗(yàn)和人際關(guān)系的預(yù)測(cè)效度更高。
[Abstract]:The self efficacy of adolescent interpersonal communication is a kind of self evaluation which can be achieved by the communication strategies that follow the rules of communication, and the individual inner psychological mechanism in the process of interpersonal communication. The empirical research on the sense of self-efficacy and its influencing factors is not only the development of self-efficacy research but also the deepening of interpersonal communication research, the exploration of the inner psychological mechanism and causes of young people's interpersonal communication, as well as the practical requirements for providing theoretical support for young people's interpersonal communication education. The study of self-efficacy in intercourse is very rare. Through the analysis and investigation of relevant literature, this study explores the psychological structure and influencing factors of interpersonal self efficacy. According to the psychological structure of adolescent interpersonal self efficacy, the "initial scale of adolescent interpersonal self efficacy sense" is compiled and the factor analysis is adopted. The empirical model of the psychological structure of young people's interpersonal self efficacy is obtained. According to the empirical model, the "adolescent interpersonal self efficacy scale" is used as a measuring tool to explore the development characteristics of adolescent interpersonal self efficacy. The questionnaire about the factors affecting the sense of interpersonal self efficacy of young people was prepared, and the causes of the interpersonal self efficacy of young people were discussed. The results of the measurement and analysis of 1236 middle school students with the above scale and questionnaire showed that:
(1) the psychological structure of adolescent interpersonal self efficacy is composed of 2 dimensions and 7 factors. The two dimensions are the dimension of communicative competence and the dimension of communication strategy, respectively, the 7 factors are initiative, persistence, flexible communication, respect and honesty, understanding, self ability and expressive ability.
(2) the self-designed "adolescent interpersonal self efficacy scale" has acceptable reliability, validity, and can be used as a tool to measure the sense of self efficacy of teenage interpersonal communication.
(3) there are gender differences in the development of adolescents' interpersonal self-efficacy, and the development level of interpersonal self-efficacy of female students is significantly higher than that of boys.
(4) there is significant difference in the sense of self-efficacy of interpersonal communication among young people, and the trend of the score is the trend of high grade three > junior high, high one > first two > first one, and it rises first and then decreases with the increase of grade, of which the first year is in the first year.
A study on adolescents' interpersonal self-efficacy and its influencing factors
The grade is the lowest point, the third grade is the highest point, and the interpersonal self-efficacy of adolescents increases with the increase of grade.
(5) there are significant differences in adolescents' interpersonal self-efficacy in school type.
The development characteristics of secondary vocational schools in key middle schools.
(6) the influence factors of adolescents' interpersonal self-efficacy, personal communication experience and interpersonal self-efficacy.
The influence of sensation is the biggest. The four dimensions of individual characteristics, family environment, school environment and social environment affect interpersonal communication among adolescents.
The impact on self-efficacy is significant, and there are 9 significant paths to adolescents' interpersonal self-efficacy.
Among them, three dimensions of individual characteristics, school environment and social environment affect adolescents' interpersonal self-efficacy.
Direct influence, individual characteristic dimension has the greatest direct effect on adolescents' interpersonal self-efficacy, followed by school ring.
Environment, social environment and family environment are indirectly related to interpersonal self-efficacy through individual characteristics and school environment.
The social environment has indirect effects on interpersonal self-efficacy through school environment and individual characteristics.
Environment has indirect effects on interpersonal self-efficacy through social environment and individual characteristics.
(7) personal experience, emotional experience, evaluation of others' ability to communicate, appearance and family economy.
8 factors, such as state of affairs, specialty, family rearing style, and teachers' attitude towards student interaction, can predict youngsters' interpersonal interaction.
Self efficacy.
(8) interpersonal self efficacy scale based on the research thinking of domain related self-efficacy.
The general interpersonal self-efficacy scale, which is adapted from the general self-efficacy research, is an example of personal experience.
The predictive validity of interpersonal experience and interpersonal relationship is higher.

【學(xué)位授予單位】：西南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前7條

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相關(guān)碩士學(xué)位論文 前10條

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