不同自我肯定策略對學業(yè)危機的影響研究
發(fā)布時間：2019-01-02 14:44
【摘要】：在個人的生活中,難免會遇到失敗與挫折,而這些會對個人的積極形象具有威脅性,因而人們對這些信息會采取防御反應,但這不利于個人的成長。Steele發(fā)現(xiàn)自我肯定可以降低人們對這些威脅性信息的防御性反應。自我肯定就是通過肯定與威脅性信息的不同領域,來恢復個人的完整性,即個人的總體是好的,適應社會的形象。在自我肯定的實踐應用中,一個重要領域是作為應對學業(yè)危機的影響的策略,即通過自我肯定來幫助個人在遇到學業(yè)挫折后能盡快恢復以前的信心。 自我肯定在應對學業(yè)危機方面,國內沒有相關的研究。而在國外的研究中已經(jīng)通過實驗證明了自我肯定策略在被試有意識自主采用的情況下可以幫助個體從之前的挫折中恢復過來,而沒有出現(xiàn)自我肯定的反效應。國內大學生是否也能把自我肯定作為應對學業(yè)危機的有意識采用的策略呢?而且中國人與西方人以獨立我肯定傾向為主不同,中國人不但采用獨立我肯定,還采取互依我肯定。因此中國人的這種特點在大學生用自我肯定作為應對學業(yè)危機又有什么影響?為了回答這些問題,本研究設計了兩個實驗進行研究。 在實驗一中,把105名被試隨機分到獨立我標準組、獨立我自主組、對照組、互依我標準組和互依我自主組五組中,在這五個組中,被試都首先閱讀一篇小短文,然后進行價值排序,接著進行相應的自我肯定干預,最后完成兩個難度不同的數(shù)學測驗,其中數(shù)學測驗二的成績作為考察變量。結果發(fā)現(xiàn)獨立我標準組、獨立我自主組、互依我標準組、互依我自主組都顯著高于對照組,但這四組之間的差異不顯著。 實驗二是為了研究被試在占主導的自我價值對自我肯定作為應對學業(yè)危機的效果的影響。在實驗中,先讓84名被試通過量表的形式測定兩種自我價值的相對重要程度,然后被試進行與實驗一相同的實驗過程,只是在實驗二中,被試都閱讀有關自我肯定的文章,并自主選擇自我肯定干預。在測驗后按被試在兩種自我價值的得分的差值,將被試分到獨立我重要、混合和互依我重要三個組里,探究在這三個組中自我肯定策略的效果的差異。結果顯示互依我策略顯著好于獨立我策略,并且不同的自我價值的被試使用自我肯定策略的效果不同。 兩個實驗最后得到以下結論：(1)自我肯定策略可以作為中國大學生自主選擇的策略應用于應對學業(yè)危機的實踐中；(2)互依我肯定策略可以廣泛的成為中國大學生應對學業(yè)危機的自主策略；(3)獨立我肯定策略可以有效應用于獨立我價值占主導的個體應對學業(yè)危機。
[Abstract]:In one's life, failure and frustration are inevitable, which can be threatening to the positive image of the individual, so people will take a defensive response to the information. But this is not good for personal growth. Steele found that self-identity can certainly reduce people's defensive response to these threatening messages. Self-affirmation is to restore the integrity of the individual through affirmation and threatening information in different fields, that is, the overall individual is good, adapt to the image of the society. In the practical application of self-affirmation, an important field is a strategy to deal with the impact of academic crisis, that is, self-affirmation can help individuals recover their previous confidence as soon as possible after meeting academic setbacks. Self-affirmation in coping with academic crisis, there is no relevant domestic research. In foreign studies, it has been proved that self-affirmation strategy can help individuals recover from previous setbacks without self-affirmation counter-effect. Can domestic college students also take self-affirmation as a conscious strategy to deal with the academic crisis? Moreover, Chinese people and Westerners tend to be independent mainly. Chinese people not only adopt independence I affirm, but also adopt mutual dependence on me affirmation. Therefore, what is the effect of this characteristic of Chinese students in coping with academic crisis with self-affirmation? In order to answer these questions, two experiments were designed. In experiment one, 105 subjects were randomly assigned to the independent self standard group, the independent self independent group, the control group, the mutual dependence standard group and the mutual dependent self group. In these five groups, the subjects first read a short essay. Then it carries on the value ranking, then carries on the corresponding self-affirmative intervention, finally completes two different difficulty mathematics tests, in which the mathematics test 2 result is taken as the investigation variable. The results showed that the differences among the four groups were significantly higher than those in the control group, the independent self group, the mutual dependence group and the control group, but there was no significant difference among the four groups. The second experiment is to study the effect of the dominant self-value on self-affirmation as a response to academic crisis. In the experiment, 84 subjects were asked to measure the relative importance of the two kinds of self-worth in the form of a scale, and then the subjects conducted the same experimental process as experiment one. Only in experiment two, the subjects read articles about self-affirmation. And independent choice of self-affirmative intervention. After the test, according to the difference between the two self-worth scores, the subjects were divided into three groups: independent important, mixed and interdependent, to explore the differences in the effect of self-affirmation strategy in these three groups. The results showed that the strategy of mutual dependence was better than the strategy of independent self, and the effect of self-affirmation was different among the subjects with different self-worth. Finally, the two experiments draw the following conclusions: (1) Self-affirmation strategy can be applied to the practice of coping with academic crisis as a self-choice strategy for Chinese college students; (2) Mutual dependence and affirmation strategy can be widely used as an independent strategy for Chinese college students to deal with academic crisis; (3) Independent I affirmation strategy can be effectively applied to individuals with independent ego value dominating in coping with academic crisis.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B848
本文編號：2398628
[Abstract]:In one's life, failure and frustration are inevitable, which can be threatening to the positive image of the individual, so people will take a defensive response to the information. But this is not good for personal growth. Steele found that self-identity can certainly reduce people's defensive response to these threatening messages. Self-affirmation is to restore the integrity of the individual through affirmation and threatening information in different fields, that is, the overall individual is good, adapt to the image of the society. In the practical application of self-affirmation, an important field is a strategy to deal with the impact of academic crisis, that is, self-affirmation can help individuals recover their previous confidence as soon as possible after meeting academic setbacks. Self-affirmation in coping with academic crisis, there is no relevant domestic research. In foreign studies, it has been proved that self-affirmation strategy can help individuals recover from previous setbacks without self-affirmation counter-effect. Can domestic college students also take self-affirmation as a conscious strategy to deal with the academic crisis? Moreover, Chinese people and Westerners tend to be independent mainly. Chinese people not only adopt independence I affirm, but also adopt mutual dependence on me affirmation. Therefore, what is the effect of this characteristic of Chinese students in coping with academic crisis with self-affirmation? In order to answer these questions, two experiments were designed. In experiment one, 105 subjects were randomly assigned to the independent self standard group, the independent self independent group, the control group, the mutual dependence standard group and the mutual dependent self group. In these five groups, the subjects first read a short essay. Then it carries on the value ranking, then carries on the corresponding self-affirmative intervention, finally completes two different difficulty mathematics tests, in which the mathematics test 2 result is taken as the investigation variable. The results showed that the differences among the four groups were significantly higher than those in the control group, the independent self group, the mutual dependence group and the control group, but there was no significant difference among the four groups. The second experiment is to study the effect of the dominant self-value on self-affirmation as a response to academic crisis. In the experiment, 84 subjects were asked to measure the relative importance of the two kinds of self-worth in the form of a scale, and then the subjects conducted the same experimental process as experiment one. Only in experiment two, the subjects read articles about self-affirmation. And independent choice of self-affirmative intervention. After the test, according to the difference between the two self-worth scores, the subjects were divided into three groups: independent important, mixed and interdependent, to explore the differences in the effect of self-affirmation strategy in these three groups. The results showed that the strategy of mutual dependence was better than the strategy of independent self, and the effect of self-affirmation was different among the subjects with different self-worth. Finally, the two experiments draw the following conclusions: (1) Self-affirmation strategy can be applied to the practice of coping with academic crisis as a self-choice strategy for Chinese college students; (2) Mutual dependence and affirmation strategy can be widely used as an independent strategy for Chinese college students to deal with academic crisis; (3) Independent I affirmation strategy can be effectively applied to individuals with independent ego value dominating in coping with academic crisis.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B848
【參考文獻】
相關期刊論文 前3條
1 胡金鳳;孫配貞;鄭雪;何資橋;;大學生自我構念與主觀幸福感的關系:自尊與關系和諧的中介效應[J];心理發(fā)展與教育;2012年03期
2 石偉;黃希庭;;自尊的記憶效應的實驗研究[J];心理科學;2007年04期
3 石偉;劉杰;;自我肯定研究述評[J];心理科學進展;2009年06期
，本文編號：2398628
本文鏈接：http://sikaile.net/shekelunwen/xinlixingwei/2398628.html
教材專著
