【摘要】：目的揭示當代青少年的人際信任構成及特點,以供研究者進行理論研討和教育對策研究參考。方法采用人際信任量表對方便抽取的廣州市544名不同年齡階段青少年進行橫斷面調(diào)查,用因子分析探究青少年人際信任的結(jié)構,用方差分析比較其發(fā)展特點。結(jié)果因子分析結(jié)果發(fā)現(xiàn),青少年人際信任由對社會成員的信任(11.47%)、對社會組織的信任(9.91%)、警惕性(6.83%)、對父母師長的信任(6.51%)、對同伴行為的信任(5.91%)和對國際社會的信任(5.74%)六大因子構成,涵蓋了普遍信任、特殊信任和自我防御3個方面。對不同學段的單因素方差分析結(jié)果表明,青少年人際信任具有明顯的發(fā)展性特點;初中生對社會成員、社會組織和父母師長的信任均高于高中生(P值均0.05);高中生對父母師長的信任低于大學生和初中生(P值均0.01),對社會成員和社會組織的信任與大學生間差異無統(tǒng)計學意義。對年級和信任對象的兩因素方差分析結(jié)果發(fā)現(xiàn),初中組信任對象主效應顯著(F=14.58,P0.01),交互作用顯著(F=7.9,P0.01)。簡單效應分析發(fā)現(xiàn)初一學生對社會成員、社會組織及父母師長的信任差異無統(tǒng)計學意義;初二學生對社會組織的信任高于對父母師長和社會成員的信任(P值均0.01),對父母師長和社會成員信任差異無統(tǒng)計學意義;初三學生對社會組織信任高于對父母師長信任(P=0.002),對父母師長信任高于對社會成員信任(P=0.041)。高中組年級和信任對象兩個因素主效應及交互作用均不顯著。大學組年級主效應不顯著,信任對象主效應顯著(F=29.82,P0.01),對父母師長的信任高于對社會組織的信任(P0.01),對社會組織的信任與對社會成員的信任差異無統(tǒng)計學意義(P0.05)。結(jié)論中學生的人際信任處于形成期和發(fā)展期,易受青春期心理特點的影響;大學生人際信任結(jié)構趨于成熟穩(wěn)定,且具有差序格局的特點。
[Abstract]:Objective to reveal the composition and characteristics of interpersonal trust in contemporary adolescents, and to provide reference for researchers to study their theories and educational countermeasures. Methods A cross-sectional survey of 544 adolescents of different ages in Guangzhou was carried out by using interpersonal trust scale. Factor analysis was used to explore the structure of interpersonal trust and the development characteristics were compared with variance analysis. Results Factor analysis showed that adolescents' interpersonal trust was composed of six factors: trust in social members (11.47%), trust in social organization (9.91%), vigilance (6.83%), trust in parents and teachers (6.51%), trust in peer behavior (5.91%) and trust in international community (5.74%). It covers three aspects: general trust, special trust and self-defense. The results of univariate ANOVA for different learning stages show that interpersonal trust among adolescents has obvious developmental characteristics, and junior high school students have a significant relationship with social members. The trust of social organization and parents was higher than that of high school students (P 0.05), the trust of high school students to parents and teachers was lower than that of college students and junior high school students (P < 0.01). There was no significant difference between the trust of social members and social organizations and college students. The results of variance analysis of grade and trust object showed that the main effect of trust object in junior high school group was significant (F _ (14.58) P _ (0.01) and the interaction was significant (F _ (7.9) / P _ (0.01). The simple effect analysis found that there was no significant difference in the trust of the first grade students to the social members, social organizations and parents. The second grade students' trust in social organization was higher than that in parents' teachers and social members (P < 0.01), but there was no significant difference in the trust between parents and social members. The students' trust in social organization was higher than that in parents (P0. 002), and the trust in parents was higher than that in social members (P0. 041). The main effect and interaction between senior high school grade and trust object are not significant. The main effect of college grade was not significant, the main effect of trust object was significant (FF29.82% P0.01), the trust of parents and teachers was higher than that of social organization (P0.01), there was no significant difference between trust in social organization and trust in social member (P0.05). Conclusion the interpersonal trust of middle school students is in the period of formation and development, which is easy to be influenced by the psychological characteristics of adolescence, and the interpersonal trust structure of college students tends to be mature and stable, and has the characteristics of different order pattern.
【作者單位】： 廣州中醫(yī)藥大學應用心理學系;
【分類號】：B844.2

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