摘要
人在进入陌生环境的时候，都有一个适应的过程，这个过程包括对新环境的熟悉，以及了解环境对自己的要求，并主动调整身心状态以使自己获得更好的发展。如何看待和处理适应问题将影响到个人的自身发展以及未来社会的发展，因而理应受到我们的关注。
适应性表示个体与他所处环境有效、恰当地相互作用的程度。对于适应性的结构，目前还没有统一的说法。本研究从人-环境关系的角度出发，结合有关理论研究和开放式调查的结果，得出大学生适应性的“七因素相关模型”，即学习适应性、人际适应性、角色适应性、职业选择适应性、生活自理适应性、环境的总体认同／评价、身心症状表现。
根据以上理论维度编制项目，经过项目评价和预试，最终形成正式的“大学生适应性量表”(CSAI)。以本量表为主要调查工具，对8所高校的1043名大学生进行施测，利用因素分析、回归分析、聚类分析和判别分析等统计方法对研究数据进行分析，结果发现：(1)“大学生适应性量表”具有较好的信、效度，用来做研究是可靠、有效的。(2)人际适应性是大学生适应性结构体系中最重要的因素。(3)与其他因素相比，人际适应性与大学生的身心健康和生活质量的联系更加密切。(4)大四毕业生在各种适应性水平上表现最强，而大一新生并非在所有适应性方面都是最弱的，相反在某些方面(如环境认同)他们的适应能力甚至超过了高年级学生。(5)大学生在职业准备和环境认同方面适应性较差，而在生活自理方面则表现出较强的适应能力。与以往研究不同的是，大学生的人际适应能力并不是最差的。(6)聚类分析发现，三类大学生在各分测验上呈现出低、中、高不同层次、方向一致的水平差异，分别将其命名为：“强型”(适应性较强)、“中间型”(适应性一般)、“弱型”(适应性较差)。通过Fisher判别函数可以对被试直接进行鉴别分类。同时还发现，“环境总体认同”这一变量对于大学生的适应性类型鉴别力更强。
The course of fixing in with new environment is adaptation, which includes familiariz -ing the environment and knowing about its demands, and adjusting actively one's somatic and mental habitus to make oneself develop better. How to regard and deal with adaptation problems, which is in relation to one's adaptablity, will affect not just personal development, but social development in the future. Thus it must be taken into account by us.
Adaptablity indicates the degree of one's interaction with his or her surroundings efficiently and adequately. At present we have no common viewpoints about the structure of adaptability. From a person-environment relation perspective, this study gains a "Seven-factor-correlation Model" of college student adaptability, referring to the findings of relevant theoretical research and open-ended survey. These factors contain "Learning Adaptability", "Interpersonal Adaptability", "Self Adaptablity", "Career Choice Adaptablity", "Livelihood Self-management Adaptablity", "Environmental General Evaluation" and "Somatic-mental Symptom".
We compile items in accordance with the foregoing theoretical constitution. After item evaluation and pretesting, "College Student Adaptability Inventory" (CSAI) comes into being ultimately. With this inventory, we tested 1043 undergraduates of 8 colleges in Wuhan. Then using factor analysis, regression analysis, cluster analysis and discriminant analysis, we analyze the research data and find: (a) CSAI has good potency and reliability and validity with proving that it's reliable and valid as research implement, (b) "Interpersonal Adaptability" is the most important factor in the structure of college student adaptability, (c) "Interpersonal Adaptability" is more connected with measures of college students' somatic and mental health and life quality than other factors, (d) As predicted in our hypotheses, the seniors are the most strong in all kinds of adaptability. The freshmen are not the most weak in all of the factors, and on the contrary, their adaptability even surpasses that of the seniors in some aspects, e.g. "Environmental General Evaluation", (e) The results of cluster analysis show that three sorts of college students' scores on seven secondary scales have the same differences at three levels. The three sorts are respectively named after "Strong Type",
"Midst Type" and "Weak Type". We can directly classify new subjects by Fisher linear discriminant functions. We also find that "Environmental General Evaluation" variable has more potency in discriminating and classifying college students according to their adaptabilty.
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