【摘要】： 本研究采用調(diào)查問卷的方法,以福建省四所高校共777名大學(xué)生為研究對象,以《大學(xué)生心理落差問卷》、《艾森克人格問卷簡式量表中國版》、《成就動機量表》為研究工具,調(diào)查、分析了大學(xué)生心理落差、人格和成就動機以及它們?nèi)唛g的相互關(guān)系,初步構(gòu)建了變量間的關(guān)系路徑圖。 研究結(jié)果表明: (1)問卷所測得的大學(xué)生心理落差得分高于平均水平,各維度上均處于中等偏上水平。大學(xué)生人格P(倔強性)和人格N(情緒穩(wěn)定性)得分高于全國大學(xué)生常模水平。大學(xué)生成就動機表現(xiàn)為:追求成功動機高于避免失敗動機。 (2)在性別、是否獨生子女、是否學(xué)生干部的人口學(xué)變量上,心理落差總分以及分維度均呈現(xiàn)出顯著差異;學(xué)習(xí)方面心理落差在年級上差異顯著。人格P(倔強性)和人格N(情緒穩(wěn)定性)在不同父母期望程度上存在顯著差異,人格P(倔強性)和人格E(內(nèi)外向)在是否擔(dān)任學(xué)生干部上存在顯著差異。成就動機總分在性別上存在著顯著差異,在專業(yè)、是否擔(dān)任學(xué)生干部、不同父母期望程度的人口學(xué)變量上,追求成功動機均存在顯著差異。 (3)人格E(內(nèi)外向)與成就動機總分以及追求成功的動機存在顯著的正相關(guān);而與避免失敗的動機存在顯著的負相關(guān);人格N(情緒穩(wěn)定性)與避免失敗的動機存在顯著的正相關(guān),與成就動機總分存在顯著的負相關(guān)。 (4)人格N(情緒穩(wěn)定性)與大學(xué)生心理落差的總分及分維度存在顯著的正相關(guān),對心理落差有正向預(yù)測作用;人格E(內(nèi)外向)與心理落差總分有顯著的負相關(guān),與除戀愛方面外的其他心理落差分維度上存在顯著的負相關(guān)。 (5)避免失敗動機與大學(xué)生心理落差總分及各維度均呈顯著正相關(guān),且對心理落差起正向預(yù)測作用;成就動機與大學(xué)生心理落差總分及各維度均呈顯著負相關(guān);追求成功動機與人際交往、戀愛方面以及自我評價上的心理落差呈正相關(guān)。 (6)人格N(情緒穩(wěn)定性)影響避免失敗動機,并作用于大學(xué)生心理落差,人格N(情緒穩(wěn)定性)又直接作用于大學(xué)生心理落差。
[Abstract]:In this study, a total of 777 college students from four universities in Fujian Province were investigated by using questionnaires, such as "Psychological drop questionnaire for College students", "Chinese version of Eysenck Personality questionnaire", "Achievement motivation scale" as a research tool. This paper analyzes the psychological gap, personality and achievement motivation of college students, and the relationship among them, and constructs the path map of the relationship among variables. The results show that: (1) the scores of psychological drop of college students measured by the questionnaire are higher than the average level, and all the dimensions are in the middle level. The scores of P (stubbornness) and N (emotional stability) of college students were higher than the national norm. The achievement motivation of college students is that the motivation of pursuing success is higher than that of avoiding failure. (2) in terms of gender, whether the only child is the only child, whether the student cadre is the demographic variable, There were significant differences in the total score and the subdimension of the psychological drop, and the difference in the grade was significant in the aspect of learning. Personality P (stubbornness) and personality N (emotional stability) had significant difference in different parents' expectation degree, personality P (stubbornness) and personality E (inward and outward) had significant difference in serving as student cadres. There were significant differences in the total score of achievement motivation in gender, in the demographic variables of major, student cadre, different degree of parental expectation, (3) there is a significant positive correlation between personality E (internal and external) and the total score of achievement motivation and motivation to pursue success, while there is a significant negative correlation with the motivation to avoid failure. Personality N (emotional stability) was positively correlated with motivation to avoid failure. (4) there was a significant positive correlation between personality N (emotional stability) and the total score and dimension of college students' psychological drop, which had a positive predictive effect on psychological drop; Personality E (inward and outward) was negatively correlated with the total score of psychological drop. There was a significant negative correlation between the score of psychological drop and other dimensions except love. (5) there was a significant positive correlation between the motivation of avoiding failure and the total score of psychological difference and each dimension of college students. The achievement motivation is negatively correlated with the total score and the dimensions of the psychological difference of college students, and the pursuit of success motivation and interpersonal communication. (6) Personality N (emotional stability) influenced the motivation to avoid failure, and acted on the psychological difference of college students. Personality N (emotional stability) directly affects the psychological gap of college students.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：B844.2

【引證文獻】

相關(guān)碩士學(xué)位論文 前2條

1 施思;有意義學(xué)習(xí)理論在高中旅游地理教學(xué)中的應(yīng)用[D];華中師范大學(xué);2012年

2 魏葉瑩;大學(xué)生人格特質(zhì)、自我覺察與未完成事件的狀況及其關(guān)系研究[D];福建師范大學(xué);2012年

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本文編號：2144260