2011年與2014年山東省大學(xué)生自尊現(xiàn)狀對比及影響因素分析
發(fā)布時間：2018-08-18 11:28
【摘要】：研究背景自尊能夠客觀地反映個體的自我價值感和對自我的態(tài)度,與大學(xué)生的人格健全和心理健康都息息相關(guān),是評價心理健康水平的一個客觀指標(biāo)之一。隨著我國經(jīng)濟社會的快速發(fā)展,在這種新的社會背景下成長的大學(xué)生,其心理健康狀況應(yīng)該引起社會各界的廣泛重視。大學(xué)階段是心理狀態(tài)趨于成熟的重要時期,國內(nèi)外大量學(xué)者研究表明,自尊對個人心境起著調(diào)節(jié)作用,自尊水平較低時,個體很難體驗到積極的情緒。暴力、酒精和藥物依賴等都與自尊水平密切相關(guān)。因此,分析大學(xué)生的自尊現(xiàn)狀,為學(xué)校制定相應(yīng)干預(yù)措施,為心理問題防治策略提供理論參考都具有重要的現(xiàn)實意義。研究目的1.研究山東省大學(xué)生的自尊現(xiàn)狀,探討2011年與2014年山東省大學(xué)生自尊的變化趨勢。2.運用路徑分析法探討山東省大學(xué)生自尊的影響因素,構(gòu)建大學(xué)生自尊影響因素的PLS路徑模型并進行驗證性分析。3.探討模型內(nèi)部各個影響因素對自尊的直接和間接效應(yīng),為大學(xué)生心理問題的防治提供理論依據(jù)。研究方法采用分層隨機整群抽樣,隨機選取山東省東部、中部、西部7所大學(xué)大一至大四的在校生。按照不同專業(yè)進行分層,其中包括工科、農(nóng)科、文科、理科及醫(yī)學(xué)專業(yè)。一共發(fā)放問卷1500份,最終收回的有效問卷1413份,有效率為91.2%。使用大學(xué)生自尊量表、社會支持評定量表(SSRS)以及大學(xué)生基本信息問卷進行調(diào)查。使用Epidata建立數(shù)據(jù)庫,分別運用SPSS 16.0軟件和SMART 2.0軟件進行數(shù)據(jù)分析和模型構(gòu)建。研究結(jié)果1.大學(xué)生自尊現(xiàn)狀結(jié)果顯示：24.91%的大學(xué)生處于低自尊水平,男生和女生的低自尊檢出率均為24.9%,城市的低自尊檢出率比農(nóng)村的高出4.7%,高年級的低自尊檢出率均高于大一新生,農(nóng)科專業(yè)的低自尊檢出率最高。自尊量表內(nèi)部各個因子中,利他自尊的低自尊檢出率為27.1%,位居各因子之首。自尊總分與社會支持總分呈正相關(guān),內(nèi)部各個因子中除了整體自尊外,各個因子與社會支持量表中的各個因子均呈正相關(guān)。2.2011年與2014年大學(xué)生自尊量表得分比較：與2011年大學(xué)生自尊得分相比,2014年大學(xué)生自尊總分呈現(xiàn)上升趨勢,在自尊量表內(nèi)部因子中,學(xué)業(yè)自尊、身體自尊、社會自尊得分也呈現(xiàn)上升趨勢,而人際自尊呈下降趨勢,以上差異均具有統(tǒng)計學(xué)意義。3.大學(xué)生自尊影響因素的PLS路徑模型的構(gòu)建：經(jīng)過對初始模型的反復(fù)論證,最終模型包含了家庭因素、學(xué)校因素、生活習(xí)慣因素、人際關(guān)系因素、人口學(xué)因素和社會支持因素這六個潛變量,除了生活習(xí)慣因素的路徑系數(shù)在a=0.2水平上具有統(tǒng)計學(xué)意義外,其余變量均在a=0.01水平上具有統(tǒng)計學(xué)意義,表明這些潛變量均是大學(xué)生自尊的影響因素。4.各個潛變量對大學(xué)生自尊的直接和間接作用路徑：家庭因素對自尊不僅有一條直接作用路徑還有四條間接作用路徑,分別是家庭因素→社會支持因素→自尊、家庭因素→人口學(xué)因素→自尊、家庭因素→人際關(guān)系因素→自尊、家庭因素→學(xué)校因素→自尊；學(xué)校因素對自尊有重要的直接作用同時還有三條間接作用路徑,分別以社會支持因素、家庭因素、人際關(guān)系因素為中間變量；生活習(xí)慣因素的直接作用不是非常明顯,但有四條間接路徑,分別將社會支持因素、家庭因素、人際關(guān)系因素、學(xué)校因素作為中間變量；人際關(guān)系因素除了直接作用以外,還分別有三條以家庭因素、人口學(xué)因素、社會支持因素為中間變量的間接作用路徑；人口學(xué)只有一條直接路徑和一條間接路徑：人口學(xué)因素→人際關(guān)系因素→自尊；社會支持因素除了對自尊的直接作用路徑以外,還有三條間接路徑分別是以家庭因素、人際因素和學(xué)校因素為中間變量。結(jié)論1.大學(xué)生的自尊水平整體呈上升趨勢,而高年級、農(nóng)科專業(yè)、利他自尊的低自尊檢出率均較高,應(yīng)引起家庭、學(xué)校和社會的廣泛重視并采取相應(yīng)的措施提高大學(xué)生自尊水平。2.社會支持水平與自尊水平密切相關(guān),采取措施提高學(xué)生社會支持水平,從而提高自尊水平。3.大學(xué)生的自尊水平是家庭因素、學(xué)校因素、生活習(xí)慣因素、人際關(guān)系因素、人口學(xué)因素綜合作用的結(jié)果。影響因素之間的作用不是相互獨立的,各個變量之間是相互影響的,這些變量既是直接影響因素,也是某些因素間接作用的中間變量。對策與建議1.個人層面：大學(xué)生不但要注重對專業(yè)知識精益求精的學(xué)習(xí),還應(yīng)該注重身體素質(zhì)的鍛煉與心理素質(zhì)的提高。(1)養(yǎng)成堅持鍛煉身體、規(guī)律生活的習(xí)慣；(2)加強同學(xué)之間、專業(yè)之間及院系之間的學(xué)習(xí)與交流；(3)保持積極樂觀的心態(tài),增強與周圍同伴的感情,建立良好的人際關(guān)系橋梁。2.家庭層面：(1)營造一個和諧的家庭氛圍,父母的家庭教養(yǎng)方式依然不容忽視；(2)青少年應(yīng)該主動參與到這種親子關(guān)系中來,關(guān)心孝敬父母。3.學(xué)校層面：(1)定期開展心理咨詢和就業(yè)指導(dǎo)講座,重點針對畢業(yè)生及農(nóng)科專業(yè)的學(xué)生；(2)重視學(xué)校的體育教學(xué),制定切實可行的體育鍛煉計劃；(3)開展形式多樣的校園活動和暑期社會實踐活動,使學(xué)生獲得豐富的生活體驗。4.社會層面：多多給予大學(xué)生關(guān)愛與鼓勵,為其創(chuàng)造一個安全和諧的社會環(huán)境。
[Abstract]:Background Self-esteem can objectively reflect the individual's sense of self-worth and self-attitude, which is closely related to the healthy personality and mental health of College students, and is one of the objective indicators to evaluate the level of mental health. The university stage is an important period when the psychological state tends to mature. A large number of scholars at home and abroad have shown that self-esteem plays a role in regulating individual mood. When the level of self-esteem is low, it is difficult for individuals to experience positive emotions. Violence, alcohol and drug dependence are closely related to the level of self-esteem. Therefore, it is of great practical significance to analyze the status quo of college students'self-esteem, to formulate corresponding intervention measures for schools, and to provide theoretical reference for the prevention and treatment of psychological problems. This paper constructs a PLS path model of influencing factors of College Students'self-esteem and makes a validation analysis. 3. Discusses the direct and indirect effects of each influencing factor on self-esteem in the model to provide theoretical basis for the prevention and treatment of College Students' psychological problems. According to different majors, including engineering, agriculture, arts, science and medicine, 1500 questionnaires were distributed to the students of seven universities in eastern, central and Western provinces, and 1413 valid questionnaires were collected with an effective rate of 91.2%. The results showed that 24.91% of college students were in low self-esteem level, 24.9% of boys and girls were in low self-esteem detection rate, urban low self-esteem test. 2. The rate of low self-esteem was 4.7% higher than that in the countryside. The detection rate of low self-esteem in Senior was higher than that of freshmen. The detection rate of low self-esteem in agricultural specialty was the highest. In addition to self-esteem, each factor was positively correlated with each factor in the Social Support Scale. 2. Comparing the self-esteem score of 2011 with that of 2014, the total score of self-esteem of college students in 2014 showed an upward trend. Among the internal factors of the self-esteem scale, academic self-esteem, physical self-esteem and social self-esteem also showed an upward trend. There is a rising trend, but interpersonal self-esteem is declining, the above differences are statistically significant. 3. The construction of PLS path model of college students'self-esteem: After repeated demonstration of the initial model, the final model includes family factors, school factors, life habits, interpersonal relationships, demographic factors and social support factors. The six latent variables, except the path coefficient of life habit factors at a = 0.2 level, were statistically significant at a = 0.01 level, indicating that these latent variables are the influencing factors of college students'self-esteem. 4. The direct and indirect path of each latent variable on college students' self-esteem: family factors Self-esteem has not only one direct path but also four indirect paths, which are family factor, social support factor, self-esteem, family factor, demographic factor, self-esteem, family factor, interpersonal factor, self-esteem, family factor, school factor and self-esteem. There are three indirect paths, which are social support factor, family factor and interpersonal relationship factor as the intermediate variables; the direct effect of life habit factor is not very obvious, but there are four indirect paths, which take social support factor, family factor, interpersonal relationship factor and school factor as the intermediate variables; interpersonal relationship factor in addition to interpersonal relationship factor. Besides direct effects, there are three indirect paths with family factors, demographic factors and social support factors as intermediate variables; demography has only one direct path and one indirect path: demographic factors interpersonal relationship factors self-esteem; social support factors besides the direct path of self-esteem, there are also social support factors. The three indirect paths are family factors, interpersonal factors and school factors as the intermediate variables. Conclusion 1. The overall level of self-esteem of college students is on the rise, while the detection rate of low self-esteem of higher grades, Agricultural Majors and altruistic self-esteem is higher. Families, schools and society should pay more attention to it and take corresponding measures to improve college students'self-esteem. 2. The level of social support is closely related to the level of self-esteem. Measures should be taken to improve the level of social support so as to improve the level of self-esteem. Individual level: College students should not only pay attention to the study of professional knowledge, but also pay attention to physical training and psychological quality improvement. (1) Forming persistent forging. Exercise, regular habits of life; (2) Strengthen learning and communication among students, majors and departments; (3) Maintain a positive and optimistic attitude, enhance the feelings with the surrounding peers, and establish a good interpersonal relationship bridge. 2. Family level: (1) to create a harmonious family atmosphere, parents'family upbringing is still not to be ignored. (2) Young people should take the initiative to participate in this kind of parent-child relationship and care for their parents. 3. School level: (1) Regular psychological counseling and employment guidance lectures, focusing on graduates and students majoring in agriculture; (2) Attention to physical education in schools, formulate practical physical training programs; (3) Carry out a variety of forms of campus. Activities and summer social practice activities, so that students get rich life experience. 4. Social level: to give more care and encouragement to college students, to create a safe and harmonious social environment.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：B848
[Abstract]:Background Self-esteem can objectively reflect the individual's sense of self-worth and self-attitude, which is closely related to the healthy personality and mental health of College students, and is one of the objective indicators to evaluate the level of mental health. The university stage is an important period when the psychological state tends to mature. A large number of scholars at home and abroad have shown that self-esteem plays a role in regulating individual mood. When the level of self-esteem is low, it is difficult for individuals to experience positive emotions. Violence, alcohol and drug dependence are closely related to the level of self-esteem. Therefore, it is of great practical significance to analyze the status quo of college students'self-esteem, to formulate corresponding intervention measures for schools, and to provide theoretical reference for the prevention and treatment of psychological problems. This paper constructs a PLS path model of influencing factors of College Students'self-esteem and makes a validation analysis. 3. Discusses the direct and indirect effects of each influencing factor on self-esteem in the model to provide theoretical basis for the prevention and treatment of College Students' psychological problems. According to different majors, including engineering, agriculture, arts, science and medicine, 1500 questionnaires were distributed to the students of seven universities in eastern, central and Western provinces, and 1413 valid questionnaires were collected with an effective rate of 91.2%. The results showed that 24.91% of college students were in low self-esteem level, 24.9% of boys and girls were in low self-esteem detection rate, urban low self-esteem test. 2. The rate of low self-esteem was 4.7% higher than that in the countryside. The detection rate of low self-esteem in Senior was higher than that of freshmen. The detection rate of low self-esteem in agricultural specialty was the highest. In addition to self-esteem, each factor was positively correlated with each factor in the Social Support Scale. 2. Comparing the self-esteem score of 2011 with that of 2014, the total score of self-esteem of college students in 2014 showed an upward trend. Among the internal factors of the self-esteem scale, academic self-esteem, physical self-esteem and social self-esteem also showed an upward trend. There is a rising trend, but interpersonal self-esteem is declining, the above differences are statistically significant. 3. The construction of PLS path model of college students'self-esteem: After repeated demonstration of the initial model, the final model includes family factors, school factors, life habits, interpersonal relationships, demographic factors and social support factors. The six latent variables, except the path coefficient of life habit factors at a = 0.2 level, were statistically significant at a = 0.01 level, indicating that these latent variables are the influencing factors of college students'self-esteem. 4. The direct and indirect path of each latent variable on college students' self-esteem: family factors Self-esteem has not only one direct path but also four indirect paths, which are family factor, social support factor, self-esteem, family factor, demographic factor, self-esteem, family factor, interpersonal factor, self-esteem, family factor, school factor and self-esteem. There are three indirect paths, which are social support factor, family factor and interpersonal relationship factor as the intermediate variables; the direct effect of life habit factor is not very obvious, but there are four indirect paths, which take social support factor, family factor, interpersonal relationship factor and school factor as the intermediate variables; interpersonal relationship factor in addition to interpersonal relationship factor. Besides direct effects, there are three indirect paths with family factors, demographic factors and social support factors as intermediate variables; demography has only one direct path and one indirect path: demographic factors interpersonal relationship factors self-esteem; social support factors besides the direct path of self-esteem, there are also social support factors. The three indirect paths are family factors, interpersonal factors and school factors as the intermediate variables. Conclusion 1. The overall level of self-esteem of college students is on the rise, while the detection rate of low self-esteem of higher grades, Agricultural Majors and altruistic self-esteem is higher. Families, schools and society should pay more attention to it and take corresponding measures to improve college students'self-esteem. 2. The level of social support is closely related to the level of self-esteem. Measures should be taken to improve the level of social support so as to improve the level of self-esteem. Individual level: College students should not only pay attention to the study of professional knowledge, but also pay attention to physical training and psychological quality improvement. (1) Forming persistent forging. Exercise, regular habits of life; (2) Strengthen learning and communication among students, majors and departments; (3) Maintain a positive and optimistic attitude, enhance the feelings with the surrounding peers, and establish a good interpersonal relationship bridge. 2. Family level: (1) to create a harmonious family atmosphere, parents'family upbringing is still not to be ignored. (2) Young people should take the initiative to participate in this kind of parent-child relationship and care for their parents. 3. School level: (1) Regular psychological counseling and employment guidance lectures, focusing on graduates and students majoring in agriculture; (2) Attention to physical education in schools, formulate practical physical training programs; (3) Carry out a variety of forms of campus. Activities and summer social practice activities, so that students get rich life experience. 4. Social level: to give more care and encouragement to college students, to create a safe and harmonious social environment.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：B848
【參考文獻】
相關(guān)期刊論文 前6條
1 李曉苗;張芳芳;孫昕，
本文編號：2189329
本文鏈接：http://sikaile.net/shekelunwen/xinlixingwei/2189329.html
最近更新
教材專著
