【摘要】：禁止訊息是溝通分析理論中的重要概念,是父母或主要撫養(yǎng)者向孩子傳達(dá)的會對孩子個(gè)性發(fā)展產(chǎn)生不良影響的訊息。本文主要通過對工讀生進(jìn)行半結(jié)構(gòu)化的深度訪談,探查工讀生身上禁止訊息的結(jié)構(gòu)特點(diǎn),并針對工讀生禁止訊息產(chǎn)生的原因提出教育建議。此外,根據(jù)訪談結(jié)果以及現(xiàn)存的禁止訊息問卷編制出工讀生禁止訊息量表,并對量表的信效度進(jìn)行檢驗(yàn)。 本文通過研究得出以下結(jié)論： (1)對14名工讀生深度訪談得出的結(jié)果表明,在14名工讀生身上探查到了12種禁止訊息中的10種,表明禁止訊息在工讀生身上是普遍存在的,有些較嚴(yán)重禁止訊息的數(shù)量甚至?xí)^半。 (2)工讀生禁止訊息的結(jié)構(gòu)特點(diǎn)：數(shù)量方面,工讀生身上存在的禁止訊息的數(shù)量由多到少分別是：不準(zhǔn)活、不準(zhǔn)長大、不準(zhǔn)重要、不準(zhǔn)親近、不準(zhǔn)做你自己、不準(zhǔn)思考、不準(zhǔn)歸屬于、不準(zhǔn)感覺、不準(zhǔn)(不準(zhǔn)做任何事)、不準(zhǔn)像個(gè)小孩子。結(jié)構(gòu)方面,可以將10種禁止訊息歸為三大類來解釋工讀生的失范行為和心理特點(diǎn),三大類禁止訊息分別是影響個(gè)體自我同一性及生存價(jià)值感的禁止訊息、影響個(gè)體獨(dú)立性和生存能力發(fā)展的禁止訊息、影響個(gè)體與他人建立親密關(guān)系能力的禁止訊息。第一類禁止訊息可以解釋讀工讀生低自我價(jià)值感,自卑心理的存在,第二類禁止訊息可以解釋工讀生失范行為較普校生較多的現(xiàn)象,第三類禁止訊息可以解釋工讀生的情緒情感壓抑問題以及人際交往中的問題。 (3)在訪談結(jié)果以及現(xiàn)存信效度較好的禁止訊息問卷基礎(chǔ)上編制出來的工讀生禁止訊息問卷具有良好的信度和效度。
[Abstract]:Prohibition message is an important concept in the theory of communication and analysis. It is a message that parents or primary caregivers send to their children which will have a negative impact on the child's personality development. Through the semi-structured in-depth interview, this paper explores the structural characteristics of the forbidden information on the students, and puts forward some educational suggestions on the reasons for the students' forbidden messages. In addition, according to the results of the interview and the existing prohibition information questionnaire, the scale was developed and the reliability and validity of the scale were tested. The main conclusions are as follows: (1) the results of in-depth interviews with 14 students showed that 10 of the 12 prohibited messages were detected in 14 students. This indicates that prohibition messages are common among industrial students, and that some of the more serious messages are even more than half of them. (2) the structural characteristics of the prohibition message: in terms of quantity, the number of prohibited messages that exist on the students is as follows: no living, no growing up, no importance, no getting close, no being yourself, no thinking, No attribution, no feeling, no (no doing anything), no acting like a child. In terms of structure, 10 kinds of prohibited messages can be classified into three categories to explain the abnormal behavior and psychological characteristics of the students. The three kinds of prohibited messages are prohibited messages that affect the individual's self-identity and the sense of survival value, respectively. The prohibition message which affects the development of individual independence and survival ability and the ability to establish intimate relationship between individual and others. The first kind of prohibition message can explain the low sense of self-worth and the existence of inferiority complex of reading students. The second kind of prohibition message can explain the phenomenon that the students' abnormal behavior is more than that of ordinary students. The third kind of prohibited messages can explain the emotional depression and interpersonal problems of the students. (3) based on the interview results and the existing ban information questionnaire with good reliability and validity, the questionnaire has good reliability and validity.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B841

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本文編號：2337134