本文選題：自我同一性 + 心理幸福感��； 參考：《天津師范大學》2011年碩士論文

【摘要】：自我同一性作為青少年發(fā)展的核心問題一直是心理學研究的重要課題。自我同一性的形成,能使個體體驗到一種自信感,一種自我價值感,以及自身重要性的增加,獲得一種心理上的幸福與安寧之感,它標志著人格的完善。 個體在明確自己是誰,能正確認識過去,把握現(xiàn)在,對未來形成明確的目標并積極行動的過程中將伴隨著各種幸福的主觀的、心理的感受。也就是說,青年期自我同一性達成各種狀態(tài)時會產(chǎn)生不同的主觀幸福感和心理幸福感。因此,本研究采用橫斷設計探討在大學一二三四年級、畢業(yè)后1-3年的青年個體的自我同一性發(fā)展特點,以及與幸福感影響的關系。 本研究采用整群抽樣和隨機抽樣法,運用自我同一性地位問卷、心理幸福感調查問卷、情感平衡問卷和Andrews Withey的人臉量表對1653名高職、本科學生和畢業(yè)后直接工作1-3年的學生進行了問卷調查,結果如下：(1)男女生同一性地位的分布趨勢是不同的,隨著年級和工作年限發(fā)展,不同性別的學生有著不同的向前發(fā)展趨勢；(2)自我同一性各尺度(現(xiàn)在的自我投入、過去的危機、將來自我投入的愿望)得分與心理幸福感(PWB)總分、各因子、總體幸福感(笑臉)和主觀幸福感總分(SWB)顯著相關；(3)自我同一性各地位除了M地位,其它各地位都與心理幸福感(PWB)總分和主觀幸福感總分(SWB)顯著相關,A地位與個人成長顯著相關,A-F地位與心理幸福感(PWB)各因子都顯著相關,F地位與生活目標、自我接納顯著相關,M地位與心理幸福感各因子顯著相關,M地位與心理幸福感(PWB)總分、各因子、總體幸福感(笑臉)、情感平衡和主觀幸福感總分(SWB)都未表現(xiàn)出顯著相關,D-M地位與生活目標顯著相關,D地位與心理幸福感(PWB)總分、各因子、總體幸福感(笑臉)和主觀幸福感總分(SWB)都呈顯著負相關；(4)自我同一性各尺度--現(xiàn)在的自我投入、過去的危機、將來自我投入的愿望的高、中、低分組與心理幸福感總分(PWB)和主觀幸福感總分(SWB)存在著顯著差異,且高分者幸福感高,低分者幸福感低。隨著自我同一性各尺度高中低分,PWB和SWB得分呈現(xiàn)出逐漸降低的變化趨勢；(5)處于不同同一性地位個體的心理幸福感(PWB)和主觀幸福感(SWB)表現(xiàn)出顯著性差異；(6)自我同一性各尺度得分、地位對心理幸福感(PWB)和主觀幸福感(SWB)有預測作用；(7)人口變量對同一性各尺度、地位與心理幸福感和主觀幸福感有著不同影響。
[Abstract]:Self-identity as the core issue of adolescent development has been an important subject of psychological research. The formation of self-identity can make the individual experience a sense of self-confidence, a sense of self-worth, as well as the increase of its importance, and obtain a sense of psychological happiness and tranquility, which marks the perfection of personality. In the process of knowing who one is, knowing the past correctly, grasping the present, forming a clear goal for the future and taking positive action, the individual will be accompanied by a variety of subjective and psychological feelings of happiness. In other words, youth self-identity can produce different subjective and psychological well-being. Therefore, the cross-sectional design was used to explore the characteristics of self-identity development and the relationship between self-identity and well-being of young individuals in 1234 years and 1-3 years after graduation. In this study, cluster sampling and random sampling, self-identity status questionnaire, psychological well-being questionnaire, emotional balance questionnaire and Andrews Withey's face scale were used in 1653 vocational colleges. A questionnaire survey was conducted between undergraduate students and students who worked directly for 1-3 years after graduation. The results are as follows: (1) the distribution trend of male and female students' identity status is different, with the development of grades and working years. Students of different genders have different developmental trends. They have different self-identity scales (present self-involvement, past crisis, future self-involvement desire) and mental well-being (PWB). Total happiness (smiling face) and total subjective well-being (SWB) were significantly correlated with self-identity (except M status). All other positions were significantly correlated with the total score of mental well-being (PWB) and the total score of subjective well-being (SWB). Self-acceptance was significantly correlated with each factor of psychological well-being (P < 0.05). Overall well-being (smiling face, total score of emotional balance and subjective well-being, SWB) showed no significant correlation between D-M status and life goal. Overall well-being (smiling face) and SWB (total score of subjective well-being) were significantly negatively correlated with each measure of self-identity-the current self-engagement, the past crisis, and the high desire for future self-engagement. There were significant differences between low score and total score of mental well-being (PWB) and SWB (total score of subjective well-being). The scores of PWB and SWB of individuals with different identity status showed significant difference with each scale of self-identity, such as the scores of mental well-being and subjective well-being of individuals with different identity status. Status has a predictive effect on mental well-being (PWB) and subjective well-being (SWB). (7) population variables have different effects on different scales of identity, and status has different effects on psychological well-being and subjective well-being.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：B844.2

【引證文獻】

相關碩士學位論文 前1條

1 孟超;職高生家庭教養(yǎng)方式、自我同一性與職業(yè)成熟度的關系研究[D];山西師范大學;2012年

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本文編號：1781801