【摘要】：歸屬感是個體參與到某個群體中或環(huán)境中,在其中扮演了一種特殊的角色而產(chǎn)生的體驗和經(jīng)歷。它一方面受到心理控制源、民族等個體和社會變量的影響,同時又影響著道德決策、幸福感等情感和行為過程。特別是對多民族社會中的成員影響甚大,不僅關(guān)系到個體的社會行為,更是能影響整個社會的和諧。因此,本研究有利于促進(jìn)歸屬感相關(guān)理論的完善,也有利于增強(qiáng)其對思想道德教育的指導(dǎo)價值。 研究采用調(diào)查法對東北地區(qū)5所高校1260名大學(xué)生進(jìn)行問卷調(diào)查,同時對12名大學(xué)生和3名教師進(jìn)行訪談。探究朝鮮族大學(xué)生的歸屬感特點及其對道德決策的影響,考察心理控制源在其中起到的作用。 研究得出如下結(jié)論： (1)朝鮮族大學(xué)生的歸屬感水平一般,道德決策具有知情矛盾的特點,受到性別、年齡和家庭因素的顯著影響。歸屬感隨年級的變化呈現(xiàn)“U”型結(jié)構(gòu),其中女生、非獨生子女的歸屬感水平較低。道德決策水平隨年級的提高逐漸降低,其中朝鮮族大學(xué)生道德覺察和道德判斷水平比漢族學(xué)生低,但最終形成的道德意向和道德行為表現(xiàn)與漢族學(xué)生沒有差異,均較積極。 (2)心理控制源通過影響歸屬感進(jìn)而影響道德決策。內(nèi)控型是積極的,能形成較高的歸屬期望并付諸行動來提高歸屬感。而外控型是被動的,形成的歸屬期望較低且行為也更消極,因此所形成的歸屬感也低。總的來說歸屬感越高其道德決策水平也越高,說明正確的心理控制源和積極的歸屬感是提高大學(xué)生道德決策能力的有效策略。 (3)心理控制源在歸屬感和道德決策之間起到調(diào)節(jié)作用。內(nèi)控型具有兩面性,這類學(xué)生應(yīng)重點培養(yǎng)活動參與能力。重要他人型控制源應(yīng)重點培養(yǎng)關(guān)系處理能力。機(jī)遇型控制源應(yīng)著重提高活動的參與度、對環(huán)境的認(rèn)同度。無論何種心理控制源類型,其最終目的均是為了提高歸屬感的整體水平,進(jìn)而促進(jìn)道德決策能力。 (4)歸屬感根據(jù)前因和心理狀態(tài)的特點,可分為高期望-高歸屬、高期望-低歸屬、低期望-高歸屬、低期望-低歸屬、一般等五種混合模型。其中低期望—高歸屬類型學(xué)生的道德決策能力最好,低期望-低歸屬類型和一般類型是道德教育的主要對象而高期望-高歸屬是道德教育的標(biāo)本和目標(biāo)。高期望-低歸屬是潛在的可引起嚴(yán)重問題的預(yù)防對象。
[Abstract]:The sense of belonging is the experience and experience that the individual takes part in a group or environment and plays a special role in it. On the one hand, it is influenced by individual and social variables, such as source of control, nationality, and so on. At the same time, it influences the process of emotion and behavior, such as moral decision, happiness and so on. Especially, it has a great influence on the members of the multi-ethnic society, which not only relates to the individual social behavior, but also affects the harmony of the whole society. Therefore, this study is beneficial to the improvement of the theory of sense of belonging, and to the guiding value of ideological and moral education. A questionnaire survey was conducted among 1260 college students in 5 colleges and universities in Northeast China, and 12 college students and 3 teachers were interviewed. This paper explores the characteristics of Korean college students' sense of belonging and its influence on moral decision making, and explores the role of psychological locus of control in it. The conclusions are as follows: (1) the level of sense of belonging of Korean college students is general, moral decision-making has the characteristics of informed contradiction, and is significantly affected by gender, age and family factors. The change of sense of belonging with grade showed a "U" structure, in which the level of sense of belonging of female students and non-only children was lower. The moral decision level of Korean students is lower than that of Han students, but the moral intention and behavior of Korean students are not different from those of Han students. (2) the locus of control influences moral decision by influencing the sense of belonging. Internal control type is positive, can form high attribution expectation and put into action to improve the sense of belonging. The type of external control is passive, the form of attribution expectation is lower and the behavior is more negative, so the sense of belonging is also low. In general, the higher the sense of belonging, the higher the level of moral decision-making, It shows that the correct locus of control and positive sense of belonging are effective strategies to improve the moral decision-making ability of college students. (3) the locus of control plays a regulatory role between the sense of belonging and moral decision. The internal control type has two sides, this kind of student should train the activity participation ability emphatically. The important other type control source should focus on cultivating the ability of dealing with relationships. The opportunistic source of control should focus on increasing the participation of activities and recognition of the environment. No matter what type of psychological locus of control, its ultimate purpose is to improve the overall level of the sense of belonging, and then to promote the ability of moral decision-making. (4) according to the characteristics of antecedents and psychological state, the sense of belonging can be divided into high expectation and high attribution. There are five mixed models: high expectation-low attribution, low expectation-high attribution, low expectation-low attribution. Among them, the students with low expectation and high attribution have the best moral decision ability, the low expectation and low attribution type and general type are the main objects of moral education, and the high expectation and high attribution are the specimen and goal of moral education. High expectations-low attribution is the potential to cause serious problems.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G444;G645.5

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