大学新生积极心理资本对学校适应的影响
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摘要
目的了解新生心理资本对其学校适应的影响。方法使用积极心理资本问卷和大学生适应性量表对345名大学新生进行测量,所得数据用SPSS 21.0和AMOS 21.0进行统计处理。结果男生和女生在韧性(31.11±5.36,29.49±5.41)方面的差异有统计学意义(P<0.05);城镇和农村大学新生在自我效能(33.90±5.10、31.61±6.02)方面的差异有统计学意义(P<0.01)。男生和女生在学习适应性(25.50±5.84、27.52±5.32)、生活自理适应性(23.93±4.56、25.07±3.41)以及环境总体认同(23.20±2.64、24.33±4.16)方面的差异有统计学意义(均P<0.05);来自城镇的学生与农村学生在学习适应性(28.39±5.89、26.70±5.30)、人际适应性(42.10±5.75、40.51±5.54)、角色适应性(36.00±5.22、33.53±5.17)以及职业选择适应性(31.08±5.79、29.20±5.12)方面的差异均有统计学意义(均P<0.05);独生子女与非独生子女在角色适应性(35.32±5.63、33.79±5.14)上的差异有统计学意义(P<0.05);文科、理科和体育艺术的学生在职业选择适应性(29.83±5.59、28.46±4.57、30.83±5.63)方面的差异均有统计学意义(均P<0.0)。自我效能与学习适应性、人际适应性、角色适应性、职业选择适应性、生活自理适应性、环境总体认同和身心症状表现(r=0.23、0.25、0.38、0.35、0.18、0.12、0.11,均P<0.05)呈显著正相关,乐观与以上学校适应的各维度均为显著正相关(r=0.19、0.27、0.27、0.23、0.14、0.24、0.19,均P<0.05);韧性与学习适应性、人际适应性和身心症状表现呈显著正相关(r=0.21、0.18、0.27,均P<0.01);希望与学习适应性、人际适应性、角色适应性、职业选择适应性、生活自理适应性和环境总体认同(r=0.22、0.18、0.28、0.29、0.11、0.22,均P<0.05)呈显著正相关;积极心理资本对学校适应有正向预测作用(β=0.45,P<0.01)。自我效能对学习适应性、人际适应性、角色适应性、职业选择适应性和生活自理适应性有正向的预测作用(β=0.14、0.14、0.23、0.22、0.15,均P<0.05);韧性对学习适应性和身心症状表现有正向的预测作用(β=0.16、0.17,均P<0.01);乐观对人际适应性、环境总体认同和身心症状表现有正向的预测作用(β=0.15、0.16、0.13,均P<0.01)。结论大学新生积极心理资本水平越高,其学校适应就越好;不同的积极心理资本对学校适应的不同方面起作用。
[Objective] To explore the influence of freshmen's positive psychological capital on school adjustment.[Methods] The positive psychological capital questionnaire and college student adaptability scale were used to measure 345 university freshmen.The data obtained were statistically processed with SPSS 21.0 and AMOS 21.0.[Results] There was significant difference between male and female resilience(31.11±5.36, 29.49±5.41)(P<0.05).There was significant difference between urban and rural college freshmen in self-efficacy(33.90±5.10, 31.61±6.02)(P<0.01).There were statistically significant differences between male and female students in learning adaptability(25.50±5.84, 27.52±5.32), self-care adaptability(23.93±4.56, 25.07±3.41) and general environmental identity(23.20 ±2.64, 24.33 ±4.16)(all P <0.05).There were significant differences between urban and rural students in learning adaptability(28.39±5.89, 26.70±5.30), interpersonal adaptability(42.10±5.75, 40.51±5.54), role adaptability(36.00±5.22, 33.53±5.17) and career choice adaptability(31.08±5.79, 29.20±5.12).The difference in role adaptability(35.32 ±5.63, 33.79±5.14)between only-child and non-only-child was significant(P<0.05).There were statistically significant differences in career choice adaptability(29.83±5.59, 28.46±4.57, 30.83±5.63) between liberal arts, science and sports arts students(all P<0.01).Selfefficacy and learning adaptability, interpersonal adaptability, role adaptability and career choice adaptability, life self-care adaptability, overall identification of environment and psychosomatic symptoms(r=0.23, 0.25, 0.38, 0.35, 0.18, 0.35, 0.18, were significantly positive correlation( all P < 0.05), optimism and school adjustment of all dimensions above was significant positive correlation(r=0.19, 0.27, 0.27, 0.23, 0.14, 0.23, 0.14, all P<0.05).Resilience was positively correlated with learning adaptability,interpersonal adaptability and psychosomatic symptoms(r=0.21, 0.18, 0.27, all P<0.01).There was a significant positive correlation between hope and learning adaptability, interpersonal adaptability, role adaptability, career choice adaptability, life self-care adaptability and overall identification of environment(r=0.22, 0.18, 0.28, 0.29, 0.11, 0.22, all P<0.05).Resilience was positively correlated with learning adaptability, interpersonal adaptability and psychosomatic symptoms(r=0.21, 0.18, 0.27, all P<0.01).There was a significant positive correlation between hope and learning adaptability, interpersonal adaptability, role adaptability,career choice adaptability, life self-care adaptability and overall identification of environment(r=0.22, 0.18, 0.28, 0.29, 0.11, 0.22,all P<0.05).Positive psychological capital had a positive predictive effect on school adaptation( β = 0.45, P <0.01).Self-efficacy had a positive predictive effect on learning adaptability, interpersonal adaptability, role adaptability, career choice adaptability and life self-care adaptability( β = 0.14, 0.14, 0.23, 0.22, 0.15, all P<0.05).Resilience had a positive predictive effect on learning adaptability and psychosomatic symptoms( β = 0.16, 0.17, all P<0.01).Optimism had a positive predictive effect on interpersonal adaptability, overall environmental identity and psychosomatic symptoms( β = 0.1 5, 0.16, 0.13, all P<0.01)[Conclusion] The higher the positive psychological capital stock of freshmen get, the better their school adjustment is.Different positive psychological capital plays a role in different aspects of school adaptation.
[Objective] To explore the influence of freshmen's positive psychological capital on school adjustment.[Methods] The positive psychological capital questionnaire and college student adaptability scale were used to measure 345 university freshmen.The data obtained were statistically processed with SPSS 21.0 and AMOS 21.0.[Results] There was significant difference between male and female resilience(31.11±5.36, 29.49±5.41)(P<0.05).There was significant difference between urban and rural college freshmen in self-efficacy(33.90±5.10, 31.61±6.02)(P<0.01).There were statistically significant differences between male and female students in learning adaptability(25.50±5.84, 27.52±5.32), self-care adaptability(23.93±4.56, 25.07±3.41) and general environmental identity(23.20 ±2.64, 24.33 ±4.16)(all P <0.05).There were significant differences between urban and rural students in learning adaptability(28.39±5.89, 26.70±5.30), interpersonal adaptability(42.10±5.75, 40.51±5.54), role adaptability(36.00±5.22, 33.53±5.17) and career choice adaptability(31.08±5.79, 29.20±5.12).The difference in role adaptability(35.32 ±5.63, 33.79±5.14)between only-child and non-only-child was significant(P<0.05).There were statistically significant differences in career choice adaptability(29.83±5.59, 28.46±4.57, 30.83±5.63) between liberal arts, science and sports arts students(all P<0.01).Selfefficacy and learning adaptability, interpersonal adaptability, role adaptability and career choice adaptability, life self-care adaptability, overall identification of environment and psychosomatic symptoms(r=0.23, 0.25, 0.38, 0.35, 0.18, 0.35, 0.18, were significantly positive correlation( all P < 0.05), optimism and school adjustment of all dimensions above was significant positive correlation(r=0.19, 0.27, 0.27, 0.23, 0.14, 0.23, 0.14, all P<0.05).Resilience was positively correlated with learning adaptability,interpersonal adaptability and psychosomatic symptoms(r=0.21, 0.18, 0.27, all P<0.01).There was a significant positive correlation between hope and learning adaptability, interpersonal adaptability, role adaptability, career choice adaptability, life self-care adaptability and overall identification of environment(r=0.22, 0.18, 0.28, 0.29, 0.11, 0.22, all P<0.05).Resilience was positively correlated with learning adaptability, interpersonal adaptability and psychosomatic symptoms(r=0.21, 0.18, 0.27, all P<0.01).There was a significant positive correlation between hope and learning adaptability, interpersonal adaptability, role adaptability,career choice adaptability, life self-care adaptability and overall identification of environment(r=0.22, 0.18, 0.28, 0.29, 0.11, 0.22,all P<0.05).Positive psychological capital had a positive predictive effect on school adaptation( β = 0.45, P <0.01).Self-efficacy had a positive predictive effect on learning adaptability, interpersonal adaptability, role adaptability, career choice adaptability and life self-care adaptability( β = 0.14, 0.14, 0.23, 0.22, 0.15, all P<0.05).Resilience had a positive predictive effect on learning adaptability and psychosomatic symptoms( β = 0.16, 0.17, all P<0.01).Optimism had a positive predictive effect on interpersonal adaptability, overall environmental identity and psychosomatic symptoms( β = 0.1 5, 0.16, 0.13, all P<0.01)[Conclusion] The higher the positive psychological capital stock of freshmen get, the better their school adjustment is.Different positive psychological capital plays a role in different aspects of school adaptation.
引文
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[12]王勤勤.大学生心理韧性与学校适应的关系研究[J].社会心理科学,2013,28(11):3-7.
[13]陈福侠,樊富珉.大学新生学校适应、心理弹性与心理健康的关系[J].中国健康心理学杂志,2014,22(12):1894-1896.
[14]王志红,肖美艳,康亚丽,等.大学新生心理资本与学校适应的关系研究[J].科教文汇(上旬刊),2015(5):150-151.
[15]张阔,张赛,董颖红.积极心理资本:测量及其与心理健康的关系[J].心理与行为研究,2010,8(1):58-64.
[16]卢谢峰.大学生适应性量表的编制与标准化[D].武汉:华中师范大学,2003:32-36.
[17]花慧,宋国萍,李力.大学生心理资本在心理压力与学业绩效关系中的中介作用[J].中国心理卫生杂志,2016,30(4):306-310.
[18]励骅,曹杏田.大学生心理资本与就业能力关系研究[J].中国高教研究,2011(3):54-56.
[2]MATTANNAH JF,HANKCOCK GR,BRAND BL.Parental attachment,separation-individuation,and college student adjustment:a structural equation analysis of mediational effects[J].J Couns Psychol,2004,51(2):213-225.
[3]李辉,朱丽芬,李梅.大学生学校适应性研究综述[J].云南师范大学学报(哲学社会科学版),2006,38(2):125-127.
[4]CREDE M,NIEHORSTER S.Adjustment to college as measured by the student adaptation to college questionnaire:a quantitative review of its structure and relationships with correlates and consequences[J].Educ Psychol Rev,2012,24(1):133-165.
[5]李帅,韩丹丹,李霞,等.大学新生学校适应不良与自我概念[J].中国健康心理学杂志,2016,24(10):1574-1576.
[6]安芹,李旭珊.大学新生学校适应与家庭功能、社会支持及应对方式[J].中国心理卫生杂志,2010,24(10):796-800.
[7]谢安娜,杨蕴萍.大学新生学校适应与成人依恋的关系[J].中国临床心理学杂志,2015,23(2):339-342.
[8]牛端,张杰锋,方瑞芬.学习策略与人际交往能力对大学新生学校适应的影响[J].复旦教育论坛,2017,15(5):50-55,70.
[9]LIU CQ,ZHAO Y,TIAN X,et al.Negative life events and school adjustment among Chinese nursing students:the mediating role of psychological capital[J].Nurs Educ Tod,2015,35(6):754-759.
[10]LUTHANS F,AVOLIO BJ,AVEY JB,et al.Positive psychological capital:measurement and relationship with performance and satisfaction[J].Pers Psychol,2007,60(3):541-572.
[11]包文婷.大学新生学校适应及其影响因素的调查研究与教育启示[D].湘潭:湖南科技大学,2012:36-37.
[12]王勤勤.大学生心理韧性与学校适应的关系研究[J].社会心理科学,2013,28(11):3-7.
[13]陈福侠,樊富珉.大学新生学校适应、心理弹性与心理健康的关系[J].中国健康心理学杂志,2014,22(12):1894-1896.
[14]王志红,肖美艳,康亚丽,等.大学新生心理资本与学校适应的关系研究[J].科教文汇(上旬刊),2015(5):150-151.
[15]张阔,张赛,董颖红.积极心理资本:测量及其与心理健康的关系[J].心理与行为研究,2010,8(1):58-64.
[16]卢谢峰.大学生适应性量表的编制与标准化[D].武汉:华中师范大学,2003:32-36.
[17]花慧,宋国萍,李力.大学生心理资本在心理压力与学业绩效关系中的中介作用[J].中国心理卫生杂志,2016,30(4):306-310.
[18]励骅,曹杏田.大学生心理资本与就业能力关系研究[J].中国高教研究,2011(3):54-56.