本文選題：解釋風(fēng)格 + 人際關(guān)系��； 參考：《南京師范大學(xué)》2011年碩士論文

【摘要】：主觀幸福感(Subjective Well-being, SWB)是積極心理學(xué)研究領(lǐng)域的重要組成部分之一,是個體顯著的積極主觀體驗。一個人的解釋風(fēng)格與心理健康、身體健康、學(xué)業(yè)成就等密切相關(guān)。本研究在對主觀幸福感、解釋風(fēng)格和人際關(guān)系的內(nèi)涵、測量手段進(jìn)行綜合評述的基礎(chǔ)上,通過隨機抽樣的方法,對大一、大二大三、大四的367名大學(xué)生進(jìn)行調(diào)查,使用Seligman測量解釋風(fēng)格的問卷"Test your own optimism"、邢占軍的城市居民主觀幸福感問卷、鄭日昌的大學(xué)生人際關(guān)系困擾問卷,對主觀幸福感、解釋風(fēng)格和人際關(guān)系及三者之間的關(guān)系進(jìn)行研究。進(jìn)而加深對大學(xué)生心理狀況的了解,為指導(dǎo)大學(xué)生提高樂觀水平,形成良好的人際關(guān)系,提高心理健康水平,促進(jìn)其個性的健康發(fā)展提供可資借鑒和參考的信息。本研究的結(jié)論如下。 一、解釋風(fēng)格與主觀幸福感的關(guān)系呈現(xiàn)出的特點與規(guī)律為： 當(dāng)代大學(xué)生總體幸福感偏低,總體解釋風(fēng)格傾向于悲觀解釋形態(tài)。 解釋風(fēng)格與主觀幸福感呈顯著正相關(guān),具有樂觀解釋形態(tài)的大學(xué)生其主觀幸福感較高,具有悲觀解釋形態(tài)的大學(xué)生其主觀幸福感較低。 在積極事件中表現(xiàn)為低樂觀和消極事件中表現(xiàn)為低悲觀的人主觀幸福感最低。在積極事件中表現(xiàn)為高樂觀和消極事件中表現(xiàn)為中度悲觀的人主觀幸福感最高。 二、解釋風(fēng)格與人際關(guān)系之間的相關(guān)呈現(xiàn)的特點與規(guī)律為： 當(dāng)代大學(xué)生人際關(guān)系困擾一般。 解釋風(fēng)格與人際關(guān)系困擾呈顯著負(fù)相關(guān),具有樂觀解釋形態(tài)的大學(xué)生其人際關(guān)系困擾較少,具有悲觀解釋形態(tài)的其人際關(guān)系困擾也較多。 在積極事件中的低樂觀和消極事件中的高悲觀的人群人際困擾最高。在積極事件中高樂觀、在消極事件中低悲觀的人群人際困擾最低。 三、人際關(guān)系與主觀幸福感之間的關(guān)系的規(guī)律為： 人際關(guān)系與主觀幸福感間呈顯著負(fù)相關(guān),人際關(guān)系困擾嚴(yán)重的大學(xué)生其主觀幸福較低,人際關(guān)系困擾較少的大學(xué)生其主觀幸福感較高。 四、當(dāng)代大學(xué)生的解釋風(fēng)格與人際關(guān)系的交互效應(yīng)顯著影響大學(xué)生的主觀幸福感。解釋風(fēng)格對主觀幸福感的預(yù)測上,人際關(guān)系起了部分中介效應(yīng)。
[Abstract]:Subjective Well-Being (SWB) is one of the most important parts in the field of positive psychology, and it is a significant positive subjective experience for individuals. A person's explanatory style is closely related to mental health, physical health, academic achievement, etc. On the basis of a comprehensive review of subjective well-being, explanation of style and interpersonal relationship, and measurement methods, this study investigated 367 college students in freshmen, sophomores and senior students by means of random sampling. The Seligman questionnaire "Test your own optimism", Xing Zhanjun's questionnaire on urban residents' subjective well-being and Zheng Richang's questionnaire on interpersonal relationship problems were used to study the relationship among subjective well-being, explanatory style, interpersonal relationship and the relationship between them. Thus, to deepen the understanding of the psychological status of college students, to guide college students to improve their optimistic level, to form good interpersonal relations, to improve the level of mental health, and to promote the healthy development of their personality to provide reference and reference information. The conclusions of this study are as follows. First, the characteristics and rules of the relationship between style and subjective well-being are as follows: The overall well-being of contemporary college students is low, and the overall interpretation style tends to be pessimistic. There was a significant positive correlation between the explanatory style and subjective well-being. The college students with optimistic explanatory form had higher subjective well-being and those with pessimistic explanation had lower subjective well-being. People with low optimism in positive events and low pessimism in negative events had the lowest subjective well-being. People with high optimism in positive events and moderate pessimism in negative events had the highest subjective well-being. Secondly, the characteristics and rules of the correlation between style and interpersonal relationship are as follows: The interpersonal relationship of contemporary college students is generally troubled. There is a significant negative correlation between explanatory style and interpersonal distress. College students with optimistic explanatory form have less interpersonal distress, and those with pessimistic explanatory form have more interpersonal distress. Low optimism in positive events and high pessimism in negative events have the highest interpersonal distress. People with high optimism in positive events and low pessimism in negative events have the lowest interpersonal distress. Thirdly, the relationship between interpersonal relationship and subjective well-being is as follows: There is a significant negative correlation between interpersonal relationship and subjective well-being. The college students with serious interpersonal problems have lower subjective happiness and those with less interpersonal distress have higher subjective well-being. Fourthly, the interactive effect of contemporary college students' interpretation style and interpersonal relationship has a significant impact on college students' subjective well-being. Interpersonal relationships play an intermediary role in interpreting the prediction of subjective well-being by style.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：B844.2

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