当代大学生社会适应现状调查研究
|
摘要
社会适应是心理学、社会学等多个学科研究的重要内容。大学阶段是个体人生发展的重要转折时期,大学生社会适应水平的高低,不仅关系到其自身的成长,更关系到国家和社会的繁荣和发展。本研究旨在通过对大学生社会适应的概念分析和结构探究,编制一份信、效度理想的大学生社会适应调查问卷,并通过该问卷的施测了解当前大学生社会适应的现状,为提升大学生的社会适应提供实证依据。
本研究在吸收、借鉴前人研究成果的基础上,根据大学生的特殊实际,将大学生社会适应的概念界定为:大学生对社会要求和变化了的学习方式、人际关系、外部环境等做出反应,并在新的环境中不断地进行心理和行为调整,以便顺利、完满地完成学业,并为将来走进社会创造最佳的准备状态。然后,总结以往研究,参考专家意见,综合考虑大学生的主要任务,本研究提出由学习适应、人际适应、心理适应、环境适应和未来适应五个维度组成的大学生社会适应结构模型。
以大学生社会适应结构假设为基础,本研究编制了大学生社会适应调查问卷,并通过初测进行修订,最后形成由23个题项组成的,具有较高信、效度的大学生社会适应正式调查问卷。在全国范围内的七所高校进行调查发现:大学生社会适应状况中等偏好,但五个维度之间有显著差异。人口统计学变量内部也存在一些差异,具体表现为:大一与大三学生在学习适应维度上存在显著差异;统招学生与自考、成教学生在未来适应和心理适应维度上存在显著差异;工科、文科学生的学习适应显著高于理科学生,文科学生的未来适应显著高于理、工科学生;男生的环境适应水平高于女生;来自城镇的大学生的人际适应高于来自农村的大学生;独生子女大学生社会适应水平好于非独生子女;干部同学的社会适应水平显著好于非干部同学。
为考察大学生社会适应调查结果的真实性,本研究又采用了教师他评的方式对大学生的社会适应进行调查,结果表明:教师对大学生社会适应状况的评价中等稍偏好,并与学生自评结果之间存在显著差异,表现为学生自评结果显著高于教师他评结果。在正视这种差异的同时,本研究也发现两种评价之间存在更多的一致之处,因而认为大学生社会适应的调查数据(学生自评)基本反映了大学生的真实情况。
总的来看,本研究为大学生社会适应的结构注入了新的内容,并在研究方法上从他评与自评的角度进行了一次有益的尝试和探索。
Social adaptation is a significant content of Psychology, Sociology and many other disciplines. The period of university is very critical to individual's development. The adaptation of university students is connected not only the growing of themselves, but also the flourish and development of the country. Our study was aim to construct a questionnaire of university students' social adaptation with high reliability and validity, based on the conceptual analysis and structure exploration of university students' social adaptation, understand the actuality of university students' social adaptation and supply a positive basis to improve it, through carrying out the questionnaire. On the base of former studies, according to the special situation of university students, we defined the social adaptation of university students as: University students respond to social expectations and changed studying ways, interpersonal relationships and external environment etc and continuously modify their mentality and behavior in the new circumstance, in order to satisfactorily complete their task, meanwhile preparing for their entrance to the society. Then concluding the former production, consulting the experts and considering the main tasks of university students, we assumed that the structure of university students' social adaptation is consist with studying adaptation, interpersonal adaptation, psychological adaptation, environmental adaptation and intending adaptation. Based on the assumption of university students' social adaptation, we conducted the questionnaire of university students' social adaptation, then, modified it by experimental investigation. Ultimately, we formed the Questionnaire of University Students which was of satisfactory reliability and validity, and making up with 23 questions. After this, we surveyed seven universities in the country, and found that: the social adaptation of university students was better than middle, and there were significant difference among five dimensions. Also, there were some differences among demographic variables, which were: freshman was different from junior student in studying adaptation; on dimensions of intending adaptation and psychological adaptation, official university students differed with those who took self-study examination or adult education; arts students and engineering students had higher scores than science students in studying adaptation, and arts students had higher scores than engineering students and science students in intending adaptation; boys performed better than girls; the students who were from city had nicer interpersonal adaptation than those from country; singleton's social adaptation was better than non-singleton and students with duty had high social adaptation than common people.
For the sake of actuality of the results gained through students, we invited many teachers to estimate university students' social adaptation, and results indicating: teachers considered that the social adaptation of university students was little better than middle, which was different with the evaluation of students themselves, that was the students' evaluation was significant higher than teachers'. In facing of the difference, we noticed that there were much more consistence between the students and teachers. Therefore, we believed that the data from students' self-evaluation approximately reflect the actuality of university students' social adaptation. Generally speaking, this research added the structure of university students' social adaptation with new content, and at the same time made a meaningful attempt on research method with other-evaluation and self-evaluation.
本研究在吸收、借鉴前人研究成果的基础上,根据大学生的特殊实际,将大学生社会适应的概念界定为:大学生对社会要求和变化了的学习方式、人际关系、外部环境等做出反应,并在新的环境中不断地进行心理和行为调整,以便顺利、完满地完成学业,并为将来走进社会创造最佳的准备状态。然后,总结以往研究,参考专家意见,综合考虑大学生的主要任务,本研究提出由学习适应、人际适应、心理适应、环境适应和未来适应五个维度组成的大学生社会适应结构模型。
以大学生社会适应结构假设为基础,本研究编制了大学生社会适应调查问卷,并通过初测进行修订,最后形成由23个题项组成的,具有较高信、效度的大学生社会适应正式调查问卷。在全国范围内的七所高校进行调查发现:大学生社会适应状况中等偏好,但五个维度之间有显著差异。人口统计学变量内部也存在一些差异,具体表现为:大一与大三学生在学习适应维度上存在显著差异;统招学生与自考、成教学生在未来适应和心理适应维度上存在显著差异;工科、文科学生的学习适应显著高于理科学生,文科学生的未来适应显著高于理、工科学生;男生的环境适应水平高于女生;来自城镇的大学生的人际适应高于来自农村的大学生;独生子女大学生社会适应水平好于非独生子女;干部同学的社会适应水平显著好于非干部同学。
为考察大学生社会适应调查结果的真实性,本研究又采用了教师他评的方式对大学生的社会适应进行调查,结果表明:教师对大学生社会适应状况的评价中等稍偏好,并与学生自评结果之间存在显著差异,表现为学生自评结果显著高于教师他评结果。在正视这种差异的同时,本研究也发现两种评价之间存在更多的一致之处,因而认为大学生社会适应的调查数据(学生自评)基本反映了大学生的真实情况。
总的来看,本研究为大学生社会适应的结构注入了新的内容,并在研究方法上从他评与自评的角度进行了一次有益的尝试和探索。
Social adaptation is a significant content of Psychology, Sociology and many other disciplines. The period of university is very critical to individual's development. The adaptation of university students is connected not only the growing of themselves, but also the flourish and development of the country. Our study was aim to construct a questionnaire of university students' social adaptation with high reliability and validity, based on the conceptual analysis and structure exploration of university students' social adaptation, understand the actuality of university students' social adaptation and supply a positive basis to improve it, through carrying out the questionnaire. On the base of former studies, according to the special situation of university students, we defined the social adaptation of university students as: University students respond to social expectations and changed studying ways, interpersonal relationships and external environment etc and continuously modify their mentality and behavior in the new circumstance, in order to satisfactorily complete their task, meanwhile preparing for their entrance to the society. Then concluding the former production, consulting the experts and considering the main tasks of university students, we assumed that the structure of university students' social adaptation is consist with studying adaptation, interpersonal adaptation, psychological adaptation, environmental adaptation and intending adaptation. Based on the assumption of university students' social adaptation, we conducted the questionnaire of university students' social adaptation, then, modified it by experimental investigation. Ultimately, we formed the Questionnaire of University Students which was of satisfactory reliability and validity, and making up with 23 questions. After this, we surveyed seven universities in the country, and found that: the social adaptation of university students was better than middle, and there were significant difference among five dimensions. Also, there were some differences among demographic variables, which were: freshman was different from junior student in studying adaptation; on dimensions of intending adaptation and psychological adaptation, official university students differed with those who took self-study examination or adult education; arts students and engineering students had higher scores than science students in studying adaptation, and arts students had higher scores than engineering students and science students in intending adaptation; boys performed better than girls; the students who were from city had nicer interpersonal adaptation than those from country; singleton's social adaptation was better than non-singleton and students with duty had high social adaptation than common people.
For the sake of actuality of the results gained through students, we invited many teachers to estimate university students' social adaptation, and results indicating: teachers considered that the social adaptation of university students was little better than middle, which was different with the evaluation of students themselves, that was the students' evaluation was significant higher than teachers'. In facing of the difference, we noticed that there were much more consistence between the students and teachers. Therefore, we believed that the data from students' self-evaluation approximately reflect the actuality of university students' social adaptation. Generally speaking, this research added the structure of university students' social adaptation with new content, and at the same time made a meaningful attempt on research method with other-evaluation and self-evaluation.
引文
[1]范伦特.怎样适应生活--保持心理健康.华东师范大学出版社,1997.
[2]中国精神文明网.中共中央国务院发出《关于进一步加强和改进大学生思想政治教育的意见》http://www.godpp.gov.cn/ywhg/2004-10/15/content_3037511.htm.
[3]潘友梅,徐贵权.当代大学生社会适应的扫描与透视.教育探索.2006,(8):31-33.
[4]王学臣,牛庆忠.大学毕业生社会适应状况调查.健康心理学杂志.2001,卷9,(4):271-272.
[5]陈建文.青少年社会适应的理论与实证研究:结构、机制与功能:博士学位论文.西南师范大学,2001:13.
[6]林崇德.发展心理学.人民教育出版社,1995.
[7]陈君.大学新生学校适应、社会支持及其关系的调查研究:硕士毕业论文.华中师范大学,2003:5-9.
[8]朱智贤.心理学大辞典.北京师范大学出版社,1989.
[9]张春兴.张氏心理学词典.上海词书出版社,1992.
[10]杨彦平,金瑜.中学生社会适应量表的编制.心理发展与教育.2007,(4):108-114.
[11]王康.社会学辞典.山东人民出版社,1988.
[12]陆士桢.从青少年亚文化看当代中国青少年社会适应问题.青年研究.1995,(6):42-44.
[13]陈会昌.德育忧思录.北京:华文出版社,1999,152.
[14]安东尼·吉登斯.社会学.第4版.北京:北京大学出版社,2003.
[15]周岚,王平.高校毕业生社会适应的理念探讨.中国青年研究.2003:32-33.
[16]淘沙,从生命全程发展观论大学生入学适应.北京师范大学学报(社会科学版).2000,(2):81-87.
[17]杨彦平.中学生社会适应量表的编制:博士学位论文.华东师范大学,2007:24-29.
[18]杨彦平,金瑜.中学生社会适应量表的编制.心理发展与教育.2007,(4):108-114.
[19]风笑天.中国第一代城市独生子女的社会适应.教育研究.2005,(10):28-34.
[20]韩蔚.浅谈硕士毕业生的社会适应问题.中国研究生.2006:58.
[21]张海波,童星.我国城市化进程中失地农民的社会适应.社会科学研究.2006:128-134.
[22]陈泰.学生心理健康与社会适应.北京:教育科学出版社,2002,13-14.
[23]Greenspan S,Granfield J M.Re-considering the Construct of Metal Retardation:Implications of a Model of Social Competence.American Journal of Mental Retardation.1996,(4):442-453.
[24]韦小满,王培梅.关于弱智学生社会适应能力评估的理论探讨.中国特殊教育.2004,(1):19-22.
[25]Sharon M Kolb,Hanley-Maxwell.Critical social skill for adolescent with high incidence disabilities:Parental perspectives.Exceptional Children,Vol69,(2):163-180.
[26]韦小满.特殊儿童心理评估.北京:华夏出版社,2006,253-290.
[27]王永丽,林崇德,俞国良.儿童社会生活适应量表的编制与应用.心理发展与教育.2005, (1):109-114.
[28]陈建文,黄希庭.中学生社会适应性的理论构建及量表编制.心理科学.2004,(1):182-184.
[29]邓兆巍.大学生自我概念与社会适应的相关研究:硕士学位论文.南京师范大学,2006.
[30]G.Kolaitis,J.Tsiantis,etal.Psychosocial adaptation of immigrant Greek children from the former Soviet Union.New York:Apr 2003.Vol12,Iss2:67.
[31]Edith Montgomery,Anders Foldspang,etal.Discrimination,mental problems and social adaptation in young refugees.European Journal of Public Health,Oxford:2008,Vol18,Iss2:156.
[32]Wentzel & Asher.Social relationships and motivation in middle school:the role of parents,teachers and peers.Journal of Educational Psychology.1995,Vo190:214-220.
[33]Black A.E & Deci E.C.The effects of instructors,autonomy support and students,autonomous motivation on learning organic chemistry:A self-determination theory perspective.Science Education.1996,(6):740-756.
[34]Bhattacharga.Gauri.The school adjustment of South Asian immigrant children in the U.S.Adolescence.2000,4:77-85.
[35]淘沙.社会支持与大学生入学适应关系的研究.心理科学.2003,卷26,(5):908-909.
[36]于晓波.大学新生入学不适应问题调查分析.常州师范专科学校学报.2003,(3):78-80.
[37]王蕾.大学新生的社会适应障碍及防治.重庆工学院学报.2005,(11):130-134.
[38]赵 雪.大学新生学校适应、社会支持及其关系研究:硕士学位论文.东北师范大学,2007.
[39]王学臣.大学毕业生的素质与社会适应.当代青年研究.2001(3):12-15.
[40]王学臣,牛庆忠.大学毕业生社会适应状况调查.健康心理学杂志.2001,卷9,(4):271-272.
[41]周岚,王平.高校毕业生社会适应的理念探讨.中国青年研究.2003:32-34.
[42]顾坤华.浅谈高校毕业生的社会适应问题.江苏经贸职业技术学院学报.2003,(3):64-66.
[43]邓红霞.浅谈大学毕业生的社会适应能力.周口师范学院学报.2005:111-113.
[44]聂衍刚,郑 雪等.社会适应行为的结构与理论模型.华南师范大学学报(社会科学版).2006,(6):118-160.
[45]戴忠恒.心理教育测量.华东师范大学出版社,1987:259-266.
[2]中国精神文明网.中共中央国务院发出《关于进一步加强和改进大学生思想政治教育的意见》http://www.godpp.gov.cn/ywhg/2004-10/15/content_3037511.htm.
[3]潘友梅,徐贵权.当代大学生社会适应的扫描与透视.教育探索.2006,(8):31-33.
[4]王学臣,牛庆忠.大学毕业生社会适应状况调查.健康心理学杂志.2001,卷9,(4):271-272.
[5]陈建文.青少年社会适应的理论与实证研究:结构、机制与功能:博士学位论文.西南师范大学,2001:13.
[6]林崇德.发展心理学.人民教育出版社,1995.
[7]陈君.大学新生学校适应、社会支持及其关系的调查研究:硕士毕业论文.华中师范大学,2003:5-9.
[8]朱智贤.心理学大辞典.北京师范大学出版社,1989.
[9]张春兴.张氏心理学词典.上海词书出版社,1992.
[10]杨彦平,金瑜.中学生社会适应量表的编制.心理发展与教育.2007,(4):108-114.
[11]王康.社会学辞典.山东人民出版社,1988.
[12]陆士桢.从青少年亚文化看当代中国青少年社会适应问题.青年研究.1995,(6):42-44.
[13]陈会昌.德育忧思录.北京:华文出版社,1999,152.
[14]安东尼·吉登斯.社会学.第4版.北京:北京大学出版社,2003.
[15]周岚,王平.高校毕业生社会适应的理念探讨.中国青年研究.2003:32-33.
[16]淘沙,从生命全程发展观论大学生入学适应.北京师范大学学报(社会科学版).2000,(2):81-87.
[17]杨彦平.中学生社会适应量表的编制:博士学位论文.华东师范大学,2007:24-29.
[18]杨彦平,金瑜.中学生社会适应量表的编制.心理发展与教育.2007,(4):108-114.
[19]风笑天.中国第一代城市独生子女的社会适应.教育研究.2005,(10):28-34.
[20]韩蔚.浅谈硕士毕业生的社会适应问题.中国研究生.2006:58.
[21]张海波,童星.我国城市化进程中失地农民的社会适应.社会科学研究.2006:128-134.
[22]陈泰.学生心理健康与社会适应.北京:教育科学出版社,2002,13-14.
[23]Greenspan S,Granfield J M.Re-considering the Construct of Metal Retardation:Implications of a Model of Social Competence.American Journal of Mental Retardation.1996,(4):442-453.
[24]韦小满,王培梅.关于弱智学生社会适应能力评估的理论探讨.中国特殊教育.2004,(1):19-22.
[25]Sharon M Kolb,Hanley-Maxwell.Critical social skill for adolescent with high incidence disabilities:Parental perspectives.Exceptional Children,Vol69,(2):163-180.
[26]韦小满.特殊儿童心理评估.北京:华夏出版社,2006,253-290.
[27]王永丽,林崇德,俞国良.儿童社会生活适应量表的编制与应用.心理发展与教育.2005, (1):109-114.
[28]陈建文,黄希庭.中学生社会适应性的理论构建及量表编制.心理科学.2004,(1):182-184.
[29]邓兆巍.大学生自我概念与社会适应的相关研究:硕士学位论文.南京师范大学,2006.
[30]G.Kolaitis,J.Tsiantis,etal.Psychosocial adaptation of immigrant Greek children from the former Soviet Union.New York:Apr 2003.Vol12,Iss2:67.
[31]Edith Montgomery,Anders Foldspang,etal.Discrimination,mental problems and social adaptation in young refugees.European Journal of Public Health,Oxford:2008,Vol18,Iss2:156.
[32]Wentzel & Asher.Social relationships and motivation in middle school:the role of parents,teachers and peers.Journal of Educational Psychology.1995,Vo190:214-220.
[33]Black A.E & Deci E.C.The effects of instructors,autonomy support and students,autonomous motivation on learning organic chemistry:A self-determination theory perspective.Science Education.1996,(6):740-756.
[34]Bhattacharga.Gauri.The school adjustment of South Asian immigrant children in the U.S.Adolescence.2000,4:77-85.
[35]淘沙.社会支持与大学生入学适应关系的研究.心理科学.2003,卷26,(5):908-909.
[36]于晓波.大学新生入学不适应问题调查分析.常州师范专科学校学报.2003,(3):78-80.
[37]王蕾.大学新生的社会适应障碍及防治.重庆工学院学报.2005,(11):130-134.
[38]赵 雪.大学新生学校适应、社会支持及其关系研究:硕士学位论文.东北师范大学,2007.
[39]王学臣.大学毕业生的素质与社会适应.当代青年研究.2001(3):12-15.
[40]王学臣,牛庆忠.大学毕业生社会适应状况调查.健康心理学杂志.2001,卷9,(4):271-272.
[41]周岚,王平.高校毕业生社会适应的理念探讨.中国青年研究.2003:32-34.
[42]顾坤华.浅谈高校毕业生的社会适应问题.江苏经贸职业技术学院学报.2003,(3):64-66.
[43]邓红霞.浅谈大学毕业生的社会适应能力.周口师范学院学报.2005:111-113.
[44]聂衍刚,郑 雪等.社会适应行为的结构与理论模型.华南师范大学学报(社会科学版).2006,(6):118-160.
[45]戴忠恒.心理教育测量.华东师范大学出版社,1987:259-266.