本文選題：大學生 + 心理資本��； 參考：《大連理工大學》2013年碩士論文

【摘要】：心理資本是一個人在成長中所表現(xiàn)出的積極心理狀態(tài),包括自信、樂觀、希望、韌性四個組成部分。它既穩(wěn)定又可以通過投資得以提升,是現(xiàn)代社會增強人們競爭優(yōu)勢的關(guān)鍵。如何幫助大學生提升心理資本,在激烈的社會競爭中展現(xiàn)出積極的心理發(fā)展力量,增強適應(yīng)能力及抗挫折能力是思想政治教育面臨的熱點問題之一。 本文在對有關(guān)國內(nèi)外文獻調(diào)研的基礎(chǔ)上,立足于盧坦斯的心理資本理論、馬克思關(guān)于人的全面發(fā)展理論、馬斯洛的需求層次理論等,以大連市四所高校在校本科生和研究生為研究對象,采用問卷調(diào)查的方式,對大學生心理資本進行了實證研究。結(jié)果表明：大學生心理資本整體現(xiàn)狀良好。對不同學校、年級、性別、專業(yè)、生源地、是否獨生子女、家庭經(jīng)濟狀況、家庭教養(yǎng)、家庭結(jié)構(gòu)、成績等級、是否擔任學生干部等11個人口統(tǒng)計變量進行了差異性檢驗顯示,女生的心理資本顯著高于男生,尤其在希望和樂觀維度上；研究生心理資本高于本科生,大三學生心理資本最低；一本院校學生心理資本顯著高于二、三本院校學生;學習成績偏上的大學生心理資本顯著高于學習成績偏下的大學生心理資本。單親家庭學生心理資本中的樂觀水平顯著低于非單親家庭學生；民主型家庭教養(yǎng)方式下的大學生心理資本中樂觀水平顯著高于其他類型家庭教養(yǎng)方式下成長起來的大學生。主要的問題及原因是大學生心理資本的各維度發(fā)展不均衡、對不同學生對象的心理資本存在差異重視不夠、學生心理資本的開發(fā)缺乏立體化互動以及提升學生心理資本實踐的針對性指導不足等,提出通過建立和完善大學生心理資本教育體系、優(yōu)化大學生心理資本培養(yǎng)環(huán)境、加強大學生心理資本的自我提升實踐三方面提升大學生的心理資本。
[Abstract]:Psychological capital is a positive state of mind that a person shows in his growth, including four components: confidence, optimism, hope and resilience. It is stable and can be promoted through investment, which is the key to enhance people's competitive advantage in modern society. How to help college students improve their psychological capital, show their positive psychological development power in the fierce social competition, and enhance their adaptability and ability to resist setbacks is one of the hot issues facing ideological and political education. On the basis of literature research at home and abroad, this paper is based on the theory of psychological capital of Lutans, Marx's theory on the overall development of human beings, Maslow's theory of hierarchy of needs, etc. Taking undergraduates and postgraduates in four universities in Dalian as the research object, the psychological capital of college students is studied empirically by means of questionnaire. The results show that the overall situation of college students' psychological capital is good. The differences of 11 demographic variables, such as different schools, grades, gender, specialty, place of origin, only child, family economic status, family upbringing, family structure, grade of achievement, whether or not to be student cadres, were tested. The psychological capital of female students is significantly higher than that of male students, especially in the dimensions of hope and optimism, the psychological capital of graduate students is higher than that of undergraduates, the mental capital of junior students is the lowest, the psychological capital of one college student is significantly higher than that of the second and third college students. The psychological capital of college students with higher academic achievement is significantly higher than that of students with lower academic achievement. The optimistic level of psychological capital of single-parent family students is significantly lower than that of non-single-parent family students, and the optimistic level of college students' psychological capital under democratic family upbringing is significantly higher than that of other types of family upbringing. The main problems and reasons are that the development of each dimension of college students' psychological capital is not balanced, and the differences in psychological capital of different students are not paid enough attention to. The development of students' psychological capital is short of three-dimensional interaction and the pertinence guidance of improving the practice of students' psychological capital is insufficient. The author puts forward that the cultivation environment of college students' psychological capital should be optimized by establishing and perfecting the educational system of college students' psychological capital. To strengthen the self-promotion of college students' psychological capital and improve their psychological capital in three aspects.
【學位授予單位】：大連理工大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G641

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