本文選題：自我和諧 + 焦慮��； 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：人際關(guān)系是個體在人際交往過程中通過相互作用而形成的心理關(guān)系。每個人都不可避免的生活在一定的人際關(guān)系之中,因此,個體人際關(guān)系的好壞會對其生活、學(xué)習(xí)的各方面產(chǎn)生深刻的影響。自我是人際關(guān)系的起點,自我和諧是用來衡量個體自我意識的重要指標(biāo),是指自我內(nèi)部協(xié)調(diào)一致或個體關(guān)于自我的各種知覺之間協(xié)調(diào)一致心理現(xiàn)象,是物質(zhì)、精神、社會、純粹的我之間的和諧統(tǒng)一,是個體真實自我和理想自我之間的和諧一致。但是,由于各種因素的限制,個體很難達(dá)到真正的自我和諧的狀態(tài),而是會經(jīng)常面對各種關(guān)于自我的認(rèn)知上的矛盾和沖突。很多研究證實,個體內(nèi)部的認(rèn)知失調(diào)會使其產(chǎn)生焦慮等負(fù)性情緒體驗。焦慮,是個體對無望感或者對潛在威脅的不可控制感的認(rèn)知,是由焦急、緊張、恐懼等感受共同構(gòu)成的一種復(fù)雜的情緒情感反應(yīng)。以往關(guān)于這三個變量的研究很多都是以大學(xué)生作為被試所進(jìn)行的,其研究結(jié)果的可推廣性不強。為了更好的探討自我和諧、焦慮和人際關(guān)系這三者之間的關(guān)系,弄清楚自我和諧和焦慮對人際關(guān)系是否存在顯著性的影響及其起作用的方式,本研究選取河北省某中等職業(yè)學(xué)校2015級的所有新生作為被試,采用自我和諧量表、SCL-90中的焦慮分量表、人際關(guān)系困擾量表對其自我和諧、焦慮和人際關(guān)系情況進(jìn)行測量,并將所有數(shù)據(jù)錄入電腦,采用SPSS軟件進(jìn)行描述統(tǒng)計、相關(guān)分析和回歸分析,結(jié)果發(fā)現(xiàn):中等職業(yè)學(xué)校新生的自我和諧、焦慮和人際關(guān)系存在年齡、性別、專業(yè)、生源地、是否獨生子女等維度的顯著性差異。中等職業(yè)學(xué)校新生的自我和諧和焦慮、自我和諧和人際關(guān)系、焦慮和人際關(guān)系之間存在顯著的正相關(guān)關(guān)系。中等職業(yè)學(xué)校新生的自我和諧和焦慮能夠在一定程度上預(yù)測人際關(guān)系,且焦慮在自我和諧和人際關(guān)系間起部分中介作用。
[Abstract]:Interpersonal relationship is a psychological relationship formed by interaction between individuals in the process of interpersonal communication. Everyone is inevitably living in a certain interpersonal relationship, therefore, the quality of individual interpersonal relationships will have a profound impact on their lives and learning aspects. Self is the starting point of interpersonal relationship, and self-harmony is an important index to measure individual self-consciousness. It refers to the psychological phenomenon of self-coordination and consistency between self-internal or individual perceptions of self, which is material, spiritual, social, and so on. The harmony and unity between the pure self is the harmony between the individual true self and the ideal self. However, due to the limitations of various factors, it is difficult for individuals to achieve real self-harmony, but often face various cognitive contradictions and conflicts about themselves. Many studies have confirmed that cognitive disorders within individuals can lead to negative emotional experiences such as anxiety. Anxiety is an individual's cognition of hopelessness or uncontrollable sense of potential threat. It is a complex emotional response composed of anxiety, tension, fear and so on. In the past, many studies on these three variables were carried out with college students as subjects, and the results were not extensible. In order to better explore the relationship among self-harmony, anxiety and interpersonal relationship, to find out whether self-harmony and anxiety have significant influence on interpersonal relationship and how they work. In this study, all the freshmen of Grade 2015 in a secondary vocational school in Hebei Province were selected as subjects. The anxiety component of SCL-90 and interpersonal relationship disturbance scale were used to measure their self-harmony, anxiety and interpersonal relationship. All the data were entered into the computer, and SPSS software was used to describe statistics, correlation analysis and regression analysis. The results showed that the secondary vocational school freshmen's self-harmony, anxiety and interpersonal relationship existed in age, sex, specialty, student origin. Whether the only child and other dimensions of the significant difference. There is a significant positive correlation between self-harmony and anxiety, self-harmony and interpersonal relationship, anxiety and interpersonal relationship. The self-harmony and anxiety of secondary vocational school freshmen can predict interpersonal relationship to a certain extent, and anxiety plays an intermediary role between self-harmony and interpersonal relationship.
【學(xué)位授予單位】：河北師范大學(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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