【摘要】：大學(xué)生普遍面臨著來自學(xué)習(xí)、就業(yè)、人際關(guān)系、生活、戀愛、經(jīng)濟(jì)、社會、家庭、未來、個人(成長,外表,自信)等眾多方面的壓力,但這一時期的青年人身心發(fā)展并未達(dá)到完全成熟,面對這些復(fù)雜而陌生的新處境和新問題,若不能采取有效的應(yīng)對方式,不但不能解決問題,嚴(yán)重的還會產(chǎn)生心理障礙或心理疾病。本研究通過對國內(nèi)外壓力應(yīng)對與智慧的相關(guān)研究綜述中得出結(jié)論:壓力應(yīng)對有其內(nèi)在的智慧結(jié)構(gòu)。智慧的隱含理論研究是世人頭腦中關(guān)于智慧是什么的觀念或看法,它是關(guān)于智慧這一構(gòu)念社會效度的探究。探討智慧不應(yīng)脫離其所發(fā)生的日常生活之真實情境,將智慧的研究放在具體情境中進(jìn)行是本研究的創(chuàng)新之一。 本研究采用隱含理論的方法學(xué)框架,探察在校大學(xué)生對于當(dāng)今中國大學(xué)校園壓力的應(yīng)對方式的智慧隱含理論維度結(jié)構(gòu)。研究分為三個部分,第一部分,進(jìn)行預(yù)調(diào)查,收集大學(xué)生有關(guān)壓力應(yīng)對方式智慧的描述語,并按照一定標(biāo)準(zhǔn)對其進(jìn)行篩選,以供后繼研究進(jìn)一步分析;第二部分是對智慧相關(guān)描述語進(jìn)行因素分析,從量化研究角度進(jìn)一步探究壓力應(yīng)對的智慧構(gòu)念的更為精確的理論模型。第三部分采用方差分析方法分析不同性別、年齡的大學(xué)生在壓力應(yīng)對的智慧隱含理論的不同側(cè)面上的差異。 通過預(yù)調(diào)查共搜集32條大學(xué)生壓力應(yīng)對的智慧描述語,描述性統(tǒng)計分析結(jié)果顯示,這32項的平均分均大于5,說明在大學(xué)生群體中應(yīng)對壓力時,這些智慧行為和特質(zhì)均較重要。 因素分析去除了8條在多個維度上負(fù)荷過大或過小的因子,最后剩下將24條符合因素分析條件的智慧描述語再進(jìn)行探索性因素分析將這24個因子分為了六個維度,采用專家評定法將這六個智慧維度最終命名為,“積極的情緒情感類型”、“堅毅穩(wěn)定的人格特質(zhì)”、“理性的思維方式”、“靈活的問題解決能力”、“清晰的自我認(rèn)知”和“良好的人際交往方式”。從這六個因素的理論含義及其所包含的具體描述語的內(nèi)容可知,大學(xué)生壓力應(yīng)對的智慧包含了情緒、人格、智能、自我概念、人際交往等多種心理維度,這與前文綜述中所述的大多數(shù)智慧研究結(jié)論是一致的,即智能雖然是智慧的基礎(chǔ),但大學(xué)生壓力應(yīng)對智慧是一個超越了智力的概念,它涉及了認(rèn)知、情感和意志等心理過程的整合。 根據(jù)本研究的結(jié)論,最后提出建議,即在大學(xué)生群體中,從良好應(yīng)對方式中總結(jié)出來的具有相對普適性的認(rèn)知和行為上的具體的生活智慧是可以加以學(xué)習(xí)和推廣的,高校心理健康教育今后可以在情緒管理、自我認(rèn)知等方面進(jìn)行加強(qiáng)。
[Abstract]:College students generally face pressure from many aspects, such as study, employment, interpersonal relationships, life, love, economy, society, family, future, personal (growth, appearance, self-confidence) and so on. However, the physical and mental development of young people during this period has not reached full maturity. In the face of these complex and unfamiliar new situations and new problems, it is not only impossible to solve the problems but also to adopt effective ways of dealing with them, Serious can also produce psychological disorder or mental illness. In this study, we conclude that stress coping has its own internal intelligence structure through a review of domestic and foreign studies on stress coping and intelligence. The study of the hidden theory of wisdom is the idea or view of what wisdom is in the minds of the world, and it is an inquiry into the social validity of wisdom. It is one of the innovations of this study to explore the wisdom should not be divorced from the real situation of daily life. This study uses the methodological framework of implicit theory to explore the implicit theoretical dimension structure of college students' wisdom in coping with the stress on Chinese universities. The study is divided into three parts. The first part is to carry out a pre-survey to collect the descriptive words about the coping style wisdom of college students and to screen them according to certain criteria for further analysis. The second part is to analyze the factors of intelligence related descriptors and further explore the more accurate theoretical model of the wisdom construction of stress coping from the perspective of quantitative research. In the third part, variance analysis was used to analyze the differences between different gender and age college students in different aspects of the implicit theory of coping with stress. A total of 32 intelligence descriptors of college students' stress coping were collected by pre-survey. The results of descriptive statistical analysis showed that the average scores of these 32 items were higher than 5, which indicated that these intelligence behaviors and traits were more important in coping with stress among college students. Factor analysis removed 8 factors that were overloaded or too small in multiple dimensions. At last, 24 intelligent descriptors that met the criteria of factor analysis were divided into six dimensions by exploratory factor analysis. The six dimensions of wisdom were finally named "positive emotional types", "steadfast and stable personality traits", "rational way of thinking", "flexible problem-solving ability" by using expert evaluation method. Clear self-recognition and good interpersonal skills. From the theoretical meaning of these six factors and the content of the description, we can see that the wisdom of college students' stress coping includes many psychological dimensions, such as emotion, personality, intelligence, self-concept, interpersonal communication, etc. This is consistent with most of the wisdom studies mentioned in the previous review, that is, although intelligence is the basis of wisdom, college students' stress coping wisdom is a concept that transcends intelligence and involves cognition. The integration of psychological processes such as emotion and will. According to the conclusion of this study, the paper puts forward some suggestions, that is, among the college students, the cognitive and behavioral wisdom with relative universality can be learned and popularized from the good coping style. Mental health education in colleges and universities can be strengthened in emotional management and self-cognition.
【學(xué)位授予單位】：吉林大學(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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