本文關(guān)鍵詞： 大學(xué)生 慈悲心 量表編制 共情　出處：《聊城大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究旨在探討中國文化背景之下,大學(xué)生慈悲心的維度結(jié)構(gòu),據(jù)此編制大學(xué)生慈悲心量表,并初步了解大學(xué)生慈悲心的現(xiàn)狀。通過綜合采用文獻分析法、專家評定與討論法、開放性卷調(diào)查等方法,確定本研究所編量表的理論維度,并據(jù)此形成初始問卷。在初測之后,對數(shù)據(jù)進行項目分析和多次探索性因子分析,在多次刪題之后,最終得到與預(yù)先理論構(gòu)想相吻合的四個維度:換位思考、感同身受、慈善利他和為人歡喜,并形成再測問卷。在再次施測之后,對樣本數(shù)據(jù)進行驗證性因子分析,檢驗理論模型對樣本數(shù)據(jù)的擬合程度,以及正式問卷的信度和效度,并形成正式問卷。然后再將正式問卷進行施測,并對所收集上來的數(shù)據(jù)進行描述統(tǒng)計和差異檢驗,從而初步了解大學(xué)生慈悲心的現(xiàn)狀。結(jié)果表明:(1)大學(xué)生慈悲心量表包含四個維度結(jié)構(gòu):即換位思考、感同身受、慈善利他和為人歡喜。(2)大學(xué)生慈悲心量表及其分維度都具有良好的內(nèi)部一致性信度(總量表為0.816、換位思考為0.790、感同身受為0.754、慈善利他為0.744、為人歡喜為0.662)和重測信度(總量表為0.788、換位思考為0.806、感同身受為0.783、慈善利他為0.727、為人歡喜為0.658),以及內(nèi)容效度和結(jié)構(gòu)效度(總量表與各維度的相關(guān)系數(shù)分布在0.6~0.8之間;維度間的相關(guān)系數(shù)分布在0.2~0.4之間;擬合指數(shù)也符合心理測量學(xué)標(biāo)準(zhǔn))。(3)大學(xué)生在慈悲心量表上的得分高于平均水平(M3),具有較高水平的慈悲心。(4)不同性別的大學(xué)生在慈善利他和為人歡喜上存在顯著性差異,具體來說女生的慈善利他得分顯著高于男生得分(t=2.088,p0.05),女生的為人歡喜得分顯著高于男生(t=2.059,p0.05)。(5)大學(xué)生慈悲心的發(fā)展水平存在不平衡性,大一學(xué)生的慈悲心水平最高,大二年級的大學(xué)生慈悲心水平最低;在大學(xué)三年級,慈悲心水平出現(xiàn)回升現(xiàn)象。(6)不同專業(yè)性質(zhì)的大學(xué)生在慈善利他和總量表上存在顯著性差異,具體來說文史類學(xué)生的慈善利他得分顯著高于理工類學(xué)生得分(t=9.040,p0.001),文史類學(xué)生的總量表得分顯著高于理工類學(xué)生(t=4.795,p0.001)。
[Abstract]:The purpose of this study was to investigate the China cultural background, the dimension structure of College Students' compassion, the compassion scale of college students, the status quo of College Students' compassion and understanding. Through the preliminary comprehensive use of literature analysis, expert evaluation and discussion method, open questionnaire survey method, the Institute of theoretical dimension scale accordingly, the formation of the initial questionnaire. After the initial test, item analysis and exploratory factor analysis of multiple data, after repeatedly delete title, obtained with the pre theoretical concept is consistent with the four dimensions: empathy, empathy, altruism and charity for others, and the formation of the re test questionnaire. After again survey, confirmatory factor analysis was performed on the sample data, the fitting degree of inspection model to the sample data, and the reliability and validity of the formal questionnaire, and form the formal questionnaire. Then the formal questionnaire. For testing, and the collected data was analyzed using descriptive statistics and difference test, and a preliminary understanding of the status quo of College Students' compassion. The results showed that: (1) college students compassion scale includes four dimensions: namely, empathy, empathy, altruism and charity for joy. (2) students compassion its scale has good internal consistency reliability scores (0.816 for the total scale, empathy was 0.790, with 0.754, 0.744 people for charitable altruism, joy is 0.662) and test-retest reliability (0.788 for the total scale, empathy was 0.806, with 0.783, 0.727 for the charity of altruism. Joy is 0.658), and the content validity and construct validity (correlation coefficient of each dimension and the distribution of 0.6~0.8; the correlation coefficient between the total dimension distribution between 0.2~0.4; fit index is also consistent with the psychological measurement standard). (3) students in CI Compassion scores higher than the average level (M3), with a higher level of compassion. (4) there are significant differences between different gender of college students in the joy of altruism and for charity, specifically girls charitable altruism scored significantly higher than males (t=2.088, P0.05), for joy girls score significantly higher than boys (t=2.059, P0.05). (5) there is uneven development level of college students compassion, freshman compassion is the highest level in the second grade students in the lowest level of compassion; University of the third grade, compassion, flat rebound phenomenon. (6) of the students had significantly different professional nature the difference in the total scale of altruism and charity, specifically of liberal arts students charity altruism scored significantly higher than the science students score (t=9.040, p0.001), the total scores of liberal arts students is significantly higher than that of students of science and Technology (t=4.795, p0.001 ).

【學(xué)位授予單位】：聊城大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842

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本文編號：1466857