核心自我评价对大学新生适应的影响:成就动机的中介作用
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摘要
采用中文版核心自我评价量表、中文版成就动机量表和大学新生适应性问卷对745名大一新生进行调查。结果表明:核心自我评价、成就动机与新生适应呈显著相关;核心自我评价、追求成功动机和避免失败动机对新生适应均存在预测作用;核心自我评价能通过追求成功动机和避免失败动机的中介作用间接影响新生适应。
This current study aims to explore the relationship between core self-evaluations,achievement motivation,and freshmen adaptation,by surveying 745 freshmen with the Chinese Core Self-Evaluations Scale,the Chinese Achievement Motivation Scale,and the Freshmen Adaptation Inventory.The results showed the following: There is a significant correlation between the core self-evaluations,achievement motivation,and freshmen adaptation; Both core self-evaluations,the motive to achieve success,and the motive to avoid failure had predictive effect on the freshmen adaptation; The core self-evaluations had indirect effect on freshmen adaptation through the mediating effects of the motive to achieve success and the motive to avoid failure.
This current study aims to explore the relationship between core self-evaluations,achievement motivation,and freshmen adaptation,by surveying 745 freshmen with the Chinese Core Self-Evaluations Scale,the Chinese Achievement Motivation Scale,and the Freshmen Adaptation Inventory.The results showed the following: There is a significant correlation between the core self-evaluations,achievement motivation,and freshmen adaptation; Both core self-evaluations,the motive to achieve success,and the motive to avoid failure had predictive effect on the freshmen adaptation; The core self-evaluations had indirect effect on freshmen adaptation through the mediating effects of the motive to achieve success and the motive to avoid failure.
引文
[1]于晓波.大学新生适应性量表的信效度研究及初步诊断[D].深圳:深圳大学,2010.
[2] MARTIN J S,HANRAHAN K. Criminology freshmen:Preparation,expectations,and college performance[J].Journal of Criminal Justice Education,2004,15(2):287-309.
[3] DYSON R,RENK K. Freshmen adaptation to university life:Depressive symptoms,stress,and coping[J]. Journal of Clinical Psychology,2006,62(10):1231-1244.
[4]MARTIN A J,NEJAD H G,COLMAR S,et al. Adaptability:How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes[J].Journal of Educational Psychology,2013,105(3):728-746.
[5]罗杰,赵守盈,周瑗,等.贵州省大学新生适应性现状调查研究[J].贵州师范大学学报(自然科学版),2014,32(2):5-10.
[6]JUDGE T A,EREZ A,BONO J E,et al. The core self-evaluations scale:Development of a measure[J]. Personnel Psychology,2003,56(2):303-331.
[7]JUDGE T A,EREZ A,BONO J E. The power of being positive:The relation between positive self-concept and job performance[J]. Human Performance,1998,11(2):167-187.
[8]NG T W H,FELDMAN D C. Idiosyncratic deals and organizational commitment[J]. Journal of Vocational Behavior,2010,76(3):419-427.
[9]AHN J,LEE S,YUN S. Leaders’core self-evaluation,ethical leadership,and employees’ job performance:The moderating role of employees’ exchange ideology[J].Journal of Business Ethics,2018,148(2):457-470.
[10]马利军,黎建斌.大学生核心自我评价、学业倦怠对厌学现象的影响[J].心理发展与教育,2009,25(3):101-105.
[11]ROSOPA P J,SCHROEDER A N. Core self-evaluations interact with cognitive ability to predict academic achievement[J]. Personality and Individual Differences,2009,47(8):1003-1006.
[12]LIAN P,SUN Y,JI Z,et al. Moving away from exhaustion:How core self-evaluations influence academic burnout[J]. PLOS ONE,2014,9(1):e87152.
[13]JUDGE T A,BONO J E,EREZ A,et al. Core self-evaluations and job and life satisfaction:The role of self-concordance and goal attainment[J]. Journal of Applied Psychology,2005,90(2):257-268.
[14]KAMMEYER-MUELLER J D,JUDGE T A,SCOTT B A.The role of core self-evaluations in the coping process[J]. Journal of Applied Psychology,2009,94(1):177-195.
[15]张翔,赵燕.师范专科生核心自我评价与心理健康状况的关系[J].中国学校卫生,2009,30(2):129-130.
[16]ROSOPA P,DATU J,ROBERTSON S,et al. Core self-evaluations and subjective well-being in the U. S. and the philippines:The moderating role of self-construal[J].Scandinavian Journal of Psychology,2016,57(1):50-56.
[17]任志洪,江光荣,叶一舵.班级环境与青少年抑郁的关系:核心自我评价的中介与调节作用[J].心理科学,2011,34(5):1106-1112.
[18]雷希,王敬群,张苑,等.核心自我评价对大学生抑郁的影响:应对方式和人际关系困扰的链式中介作用[J].中国临床心理学杂志,2018,26(4):808-810.
[19]BRUNBORG G S. Core self-evaluations:A predictor variable for job stress[J]. European Psychologist,2008,13(2):96-102.
[20]王眉眉,王丽.大学生核心自我评价、应对方式与社会适应的关系[J].中国健康心理学杂志,2013,21(5):774-776.
[21]张翔,杜建政.流动儿童社会支持、核心自我评价与行为适应的关系研究[J].中国儿童保健杂志,2015,23(9):924-926.
[22]叶仁敏,HAGTVET K A.成就动机的测量与分析[J].心理发展与教育,1992,8(2):14-16.
[23]齐原.大学低年级学生成就动机和学校适应的关系研究[J].中国成人教育,2014,23(10):93-95.
[24]杨敏齐,王国芳,秦幸娜.时间管理倾向与成就动机对大学生适应性的影响[J].心理研究,2014,7(3):86-90.
[25]黎建斌,聂衍刚.核心自我评价研究的反思与展望[J].心理科学进展,2010,18(12):1848-1857.
[26]EREZ A,JUDGE T A. Relationship of core self-evaluations to goal setting,motivation,and performance[J].Journal of Applied Psychology,2001,86(6):1270-1279.
[27]JUDGE T A,LARSEN R J. Dispositional source of job satisfaction:A review and theoretical extension[J]. Organizational Behavior and Human Decision Process,2001,86(1):67-98.
[28]BRONFENBRENNER U. Making human beings human:Bioecological perspectives on human development[M].Thousand Oaks,CA:Sage Publications Ltd,2005:106-173.
[29]张大均,冯正直,郭成,等.关于学生心理素质研究的几个问题[J].西南师范大学学报(人文社会科学版),2000,26(3):56-62.
[30]LAZARUS R S. Psychological stress and the coping process[J]. Science,1966,156:426-453.
[31]戴晓阳.常用心理评估量表手册[M].北京:人民军医出版社,2010:249-251.
[32]MALHOTRA N L,KIM S S,PATIL A. Common method variance in is research:A comparison of alternative approaches and a reanalysis of past research[J]. Management Science,2006,52(12):1865-1883.
[33]温忠麟,叶宝娟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[2] MARTIN J S,HANRAHAN K. Criminology freshmen:Preparation,expectations,and college performance[J].Journal of Criminal Justice Education,2004,15(2):287-309.
[3] DYSON R,RENK K. Freshmen adaptation to university life:Depressive symptoms,stress,and coping[J]. Journal of Clinical Psychology,2006,62(10):1231-1244.
[4]MARTIN A J,NEJAD H G,COLMAR S,et al. Adaptability:How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes[J].Journal of Educational Psychology,2013,105(3):728-746.
[5]罗杰,赵守盈,周瑗,等.贵州省大学新生适应性现状调查研究[J].贵州师范大学学报(自然科学版),2014,32(2):5-10.
[6]JUDGE T A,EREZ A,BONO J E,et al. The core self-evaluations scale:Development of a measure[J]. Personnel Psychology,2003,56(2):303-331.
[7]JUDGE T A,EREZ A,BONO J E. The power of being positive:The relation between positive self-concept and job performance[J]. Human Performance,1998,11(2):167-187.
[8]NG T W H,FELDMAN D C. Idiosyncratic deals and organizational commitment[J]. Journal of Vocational Behavior,2010,76(3):419-427.
[9]AHN J,LEE S,YUN S. Leaders’core self-evaluation,ethical leadership,and employees’ job performance:The moderating role of employees’ exchange ideology[J].Journal of Business Ethics,2018,148(2):457-470.
[10]马利军,黎建斌.大学生核心自我评价、学业倦怠对厌学现象的影响[J].心理发展与教育,2009,25(3):101-105.
[11]ROSOPA P J,SCHROEDER A N. Core self-evaluations interact with cognitive ability to predict academic achievement[J]. Personality and Individual Differences,2009,47(8):1003-1006.
[12]LIAN P,SUN Y,JI Z,et al. Moving away from exhaustion:How core self-evaluations influence academic burnout[J]. PLOS ONE,2014,9(1):e87152.
[13]JUDGE T A,BONO J E,EREZ A,et al. Core self-evaluations and job and life satisfaction:The role of self-concordance and goal attainment[J]. Journal of Applied Psychology,2005,90(2):257-268.
[14]KAMMEYER-MUELLER J D,JUDGE T A,SCOTT B A.The role of core self-evaluations in the coping process[J]. Journal of Applied Psychology,2009,94(1):177-195.
[15]张翔,赵燕.师范专科生核心自我评价与心理健康状况的关系[J].中国学校卫生,2009,30(2):129-130.
[16]ROSOPA P,DATU J,ROBERTSON S,et al. Core self-evaluations and subjective well-being in the U. S. and the philippines:The moderating role of self-construal[J].Scandinavian Journal of Psychology,2016,57(1):50-56.
[17]任志洪,江光荣,叶一舵.班级环境与青少年抑郁的关系:核心自我评价的中介与调节作用[J].心理科学,2011,34(5):1106-1112.
[18]雷希,王敬群,张苑,等.核心自我评价对大学生抑郁的影响:应对方式和人际关系困扰的链式中介作用[J].中国临床心理学杂志,2018,26(4):808-810.
[19]BRUNBORG G S. Core self-evaluations:A predictor variable for job stress[J]. European Psychologist,2008,13(2):96-102.
[20]王眉眉,王丽.大学生核心自我评价、应对方式与社会适应的关系[J].中国健康心理学杂志,2013,21(5):774-776.
[21]张翔,杜建政.流动儿童社会支持、核心自我评价与行为适应的关系研究[J].中国儿童保健杂志,2015,23(9):924-926.
[22]叶仁敏,HAGTVET K A.成就动机的测量与分析[J].心理发展与教育,1992,8(2):14-16.
[23]齐原.大学低年级学生成就动机和学校适应的关系研究[J].中国成人教育,2014,23(10):93-95.
[24]杨敏齐,王国芳,秦幸娜.时间管理倾向与成就动机对大学生适应性的影响[J].心理研究,2014,7(3):86-90.
[25]黎建斌,聂衍刚.核心自我评价研究的反思与展望[J].心理科学进展,2010,18(12):1848-1857.
[26]EREZ A,JUDGE T A. Relationship of core self-evaluations to goal setting,motivation,and performance[J].Journal of Applied Psychology,2001,86(6):1270-1279.
[27]JUDGE T A,LARSEN R J. Dispositional source of job satisfaction:A review and theoretical extension[J]. Organizational Behavior and Human Decision Process,2001,86(1):67-98.
[28]BRONFENBRENNER U. Making human beings human:Bioecological perspectives on human development[M].Thousand Oaks,CA:Sage Publications Ltd,2005:106-173.
[29]张大均,冯正直,郭成,等.关于学生心理素质研究的几个问题[J].西南师范大学学报(人文社会科学版),2000,26(3):56-62.
[30]LAZARUS R S. Psychological stress and the coping process[J]. Science,1966,156:426-453.
[31]戴晓阳.常用心理评估量表手册[M].北京:人民军医出版社,2010:249-251.
[32]MALHOTRA N L,KIM S S,PATIL A. Common method variance in is research:A comparison of alternative approaches and a reanalysis of past research[J]. Management Science,2006,52(12):1865-1883.
[33]温忠麟,叶宝娟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
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