本文選題：中職生 + 學(xué)校歸屬感　； 參考：《揚州大學(xué)》2017年碩士論文

【摘要】：學(xué)校歸屬感是指學(xué)生在校學(xué)習(xí)過程中,與周圍環(huán)境互動產(chǎn)生歸屬關(guān)系,對自己的歸屬需要的認(rèn)知、情感體驗及相應(yīng)行為。群體認(rèn)同是指個體與群體基于群體成員身份意義的心理聯(lián)系,也就是個體將群體成員身份整合進(jìn)其自我概念的程度。目前大量的研究都在探尋學(xué)校歸屬感以及群體認(rèn)同對學(xué)生個性特征的影響,過去的研究發(fā)現(xiàn)學(xué)校歸屬感及群體認(rèn)同對學(xué)生的自我效能、自我概念等方面都存在著影響,但很少有人涉及到對自我刻板化的研究,因此本文在以往研究的基礎(chǔ)上,參照前人的研究范式,以中職生的自我刻板化為主體,探討學(xué)校歸屬感對中職生自我刻板化的影響,及群體認(rèn)同在其中的調(diào)節(jié)作用。本研究選取了江蘇省商務(wù)高等職業(yè)學(xué)校的在校生作為被試,共進(jìn)行了三個研究。研究一隨機選取86名中職生被試,通過單類內(nèi)隱聯(lián)想測驗,探究中職生是否存在自我刻板化及其方向性。結(jié)果表明,中職生普遍存在消極的自我刻板化。研究二在研究一的基礎(chǔ)上,探究學(xué)校歸屬感對這種消極的自我刻板化的影響,參照國內(nèi)外研究范式,對被試進(jìn)行不同學(xué)校歸屬感水平的操縱。隨機選取60名被試,分為強學(xué)校歸屬感組和弱學(xué)校歸屬感組,接受相應(yīng)的操縱過程后,進(jìn)行SC-IAT測驗。結(jié)果表明相對于弱學(xué)校歸屬感被試組,強學(xué)校歸屬感被試組的中職生表現(xiàn)出更消極的自我刻板化。研究三在前兩個研究的基礎(chǔ)上,更進(jìn)一步的探討了群體認(rèn)同在學(xué)校歸屬感和自我刻板化關(guān)系中的調(diào)節(jié)作用。隨機選取120名被試,采用2(學(xué)校歸屬感:強,弱)X2(群體認(rèn)同凸顯:凸顯特定群體認(rèn)同,凸顯一般群體認(rèn)同)被試間設(shè)計。結(jié)果顯示,學(xué)校歸屬感的主效應(yīng)顯著,群體認(rèn)同凸顯的主效應(yīng)顯著,并且兩者的交互作用也顯著。表明群體認(rèn)同在學(xué)校歸屬感對自我刻板化的影響中起調(diào)節(jié)作用,相較于特定群體認(rèn)同凸顯,一般群體認(rèn)同凸顯時學(xué)校歸屬感與自我刻板化的正向關(guān)系更密切。因此本研究得出結(jié)論:中職生的學(xué)校歸屬感對其自我刻板化程度存在影響,群體認(rèn)同在影響過程中存在調(diào)節(jié)作用。
[Abstract]:The sense of belonging in school refers to the cognition, emotional experience and corresponding behavior of the students who interact with their surroundings in the process of studying in school. Group identity refers to the psychological connection between individual and group based on the meaning of group membership, that is, the degree to which individuals integrate group membership into their self-concept. At present, a large number of studies have explored the impact of school belonging and group identity on students' personality characteristics. Previous studies have found that school belonging and group identity have an impact on students' self-efficacy and self-concept. However, few people have been involved in the study of self-stereotyping. Therefore, based on the previous studies and referring to the previous research paradigm, this paper discusses the influence of school sense of belonging on secondary vocational school students' self-stereotyping by taking the self-stereotype of secondary vocational students as the main body. And the role of group identity in the regulation. This study selected the students of Jiangsu Business higher Vocational School as subjects and carried out three studies. In the first study, 86 secondary vocational students were randomly selected to explore the existence of self-stereotyping and directionality through a single type of implicit association test. The results show that secondary vocational students generally have negative self-stereotyping. On the basis of the first study, the second study explores the influence of school sense of belonging on this negative self-stereotype. Referring to the research paradigm at home and abroad, the participants are manipulated with different levels of school belonging. Sixty subjects were randomly divided into two groups: strong school sense group and weak school sense group. After receiving the corresponding manipulation process, SC-IAT test was performed. The results showed that the secondary vocational students with strong school sense of belonging showed more negative self-stereotyping than those with weak school sense of belonging. On the basis of the first two studies, the third study further explored the role of group identity in the school sense of belonging and self-stereotyped relationship. 120 subjects were randomly selected and the subjects were designed by 2 (school sense of belonging: strong, weak X2 (group identity highlight: highlight specific group identity, highlight general group identity). The results showed that the main effect of school sense of belonging was significant, the main effect of group identity was significant, and the interaction between them was also significant. It shows that group identity plays a regulating role in the influence of school sense of belonging on self-stereotyping. Compared with the prominence of specific group identity, the positive relationship between school belonging and self-stereotyping is closer when the general group identity is prominent. Therefore, this study concludes that the school belonging of secondary vocational school students has an effect on their self-stereotyped degree, and group identity plays a regulating role in the process of influence.
【學(xué)位授予單位】：揚州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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