本文選題：五年制高職生 + 同一性��； 參考：《山東師范大學(xué)》2009年碩士論文

【摘要】： 自我同一性是美國(guó)著名心理學(xué)家埃里克森(E.H.Erikson)提出的一個(gè)重要心理學(xué)概念。自我同一性問(wèn)題涉及青少年發(fā)展的各個(gè)方面,其形成是人格完善的標(biāo)志,是最佳心理功能的一個(gè)方面。社會(huì)支持是影響心理健康的一個(gè)重要因素,個(gè)體所獲得的社會(huì)支持對(duì)個(gè)人發(fā)展有顯著影響。因此研究自我同一性和社會(huì)支持的關(guān)系有著重要的實(shí)踐意義和理論價(jià)值。 五年制高職又稱五年一貫制高職或五年制大專,是指招收初中畢業(yè)生、實(shí)行五年一貫制培養(yǎng)的�？茖哟蔚母叩嚷殬I(yè)教育,是中等職業(yè)教育與高等教育高度融合的一種教育模式,是我國(guó)高等職業(yè)教育的重要形式之一。五年制高職學(xué)生的心理發(fā)展既與他們這一特殊年齡階段的生理發(fā)展、認(rèn)知能力及人格成熟相關(guān),也與五年制學(xué)生所處的社會(huì)的政治、經(jīng)濟(jì)、文化背景及學(xué)習(xí)任務(wù)息息相關(guān)。為了使五年制高職生心理健康教育更有針對(duì)性,本文測(cè)查了五年制高職生的自我同一性特點(diǎn)及其與社會(huì)支持的關(guān)系。 本研究使用使用加藤厚編制的自我同一性地位量表和姜乾金編制的領(lǐng)悟社會(huì)支持量表對(duì)濱州職業(yè)學(xué)院和濱州學(xué)院331名五年制高職生進(jìn)行了測(cè)查,探討了五年制高職生這一特殊群體自我同一性的特點(diǎn)及其與社會(huì)支持的關(guān)系,結(jié)果表明: 1、五年制高職生自我同一性地位分布及不平衡, 9.7%的學(xué)生處于同一性形成地位,77%的學(xué)生處于同一性擴(kuò)散地位。 2、五年制高職生自我同一性地位分布不存在明顯的年級(jí)、性別和城鄉(xiāng)差異。 3、五年制高職生在“現(xiàn)在的自我投入”和“過(guò)去的危機(jī)”沒(méi)有顯著的年級(jí)、性別和生源的差異。女生比男生有更高的“將來(lái)自我投入的愿望”。 4、五年制高職生在領(lǐng)悟到的社會(huì)支持總分上沒(méi)有顯著的性別、年級(jí)、城鄉(xiāng)差異,來(lái)自城市的學(xué)生領(lǐng)悟到的朋友支持要高于農(nóng)村學(xué)生,女生領(lǐng)悟到的學(xué)校、社會(huì)支持低于男生。 5、五年制高職生的家庭支持、朋友支持以及總的社會(huì)支持均與“現(xiàn)在的自我投入”和“將來(lái)自我投入的愿望”具有顯著的正相關(guān),與“過(guò)去的危機(jī)”相關(guān)不顯著;家庭支持能夠顯著的正向預(yù)測(cè)五年制高職生的“現(xiàn)在的自我投入”和“將來(lái)自我投入的愿望”。各種社會(huì)支持對(duì)于“過(guò)去的危機(jī)”沒(méi)有明顯的預(yù)測(cè)作用。
[Abstract]:Self identity is an important psychological concept proposed by E. H. Erikson, a famous American psychologist. The problem of self-identity is related to all aspects of adolescent development, and its formation is a symbol of personality perfection and an aspect of the best psychological function. Social support is an important factor affecting mental health. Therefore, the study of the relationship between self-identity and social support has important practical significance and theoretical value. Five-year higher vocational education, also known as five-year vocational college or five-year vocational college, refers to the higher vocational education at the specialized level, which enroll junior middle school graduates and carry out the five-year system of training. It is a kind of educational model that highly integrates secondary vocational education with higher education. It is one of the important forms of higher vocational education in China. The psychological development of five-year vocational students is not only related to their physiological development, cognitive ability and maturity of personality, but also closely related to the political, economic, cultural background and learning tasks of the five-year students. In order to make the mental health education of five-year higher vocational students more pertinent, this paper investigates the characteristics of self-identity of five-year vocational college students and their relationship with social support. In this study 331 five-year vocational college students in Binzhou Vocational College and Binzhou University were investigated by using Kato's Self-identity status scale and Jiang Qianjin's perceived Social support scale. This paper probes into the characteristics of self-identity of the special group of five-year vocational college students and its relationship with social support. The results show that: 1, the distribution and imbalance of self-identity status of five-year vocational college students, 9.7% of the students are in the status of identity formation, 77% students are in the status of diffusion of identity. There is no obvious grade in the distribution of self-identity status of five-year vocational college students. Gender and urban and rural differences. 3. There is no significant difference in grade, sex and student source between "present self-engagement" and "past crisis" among five-year vocational college students. Girls have higher "future self-engagement aspirations" than boys. 4. There is no significant gender, grade, and urban-rural differences in the total scores of perceived social support for five-year vocational college students. Students from cities understand higher support from friends than students from rural areas. The social support of girls in schools is lower than that of boys. The family support of five-year vocational students is lower than that of students in five-year vocational colleges. Friends' support and total social support have significant positive correlation with "present self-engagement" and "future self-engagement desire", but not with "past crisis". Family support can significantly positively predict five-year vocational students'"self-engagement" and "future self-engagement desire". Social support has no obvious predictive effect on past crises.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 蔣丹;大學(xué)生自我認(rèn)同與宿舍人際關(guān)系的研究[D];沈陽(yáng)師范大學(xué);2011年

2 王珍;大學(xué)生親子依戀、自我同一性與職業(yè)探索的關(guān)系研究[D];華中科技大學(xué);2011年

3 郭燕杰;五年制大專生希望感、應(yīng)對(duì)方式及主觀幸福感的關(guān)系研究[D];曲阜師范大學(xué);2012年

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本文編號(hào)：2077548