自我概念对高职生学校适应的影响研究
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摘要
自我概念是个体在社会化过程中逐渐形成的对自己的生理和身体、道德品质、个性特征、人际关系及自己在社会环境中的位置等方面相对稳定的认识和评价,自我概念影响个体的情绪和行为。学校适应是学生通过积极的身心调整,与学校环境相互作用,学会与他人相处,完善人格和顺利完成学业。大学阶段是建立和完善自我概念的关键时期,进入大学的学生,随着认知的发展和人际范围的扩大,对自己的认识更为全面和深刻。在面临环境和任务的变化时,积极的自我概念有助于个体进行自我调节,更好的完成任务,建立良好的人际关系,适应环境。
本研究以539名高职生为研究对象,以《田纳西自我概念量表》和卢谢峰编制的《大学生适应性量表》为研究工具,深入系统地探讨了高职生自我概念发展水平及学校适应的特点,以及自我概念对高职生学校适应的影响。
本研究结果表明:
1、高职生自我概念和学校适应发展的总体水平较高。
2、女生道德自我极其显著的高于男生;男生在生理自我、自我满意和自我批评维度上得分显著高于女生。男生在适应总分、职业选择适应和人际适应方面也高于女生。
3、高职生自我概念和学校适应都不存在专业差异,除自我批评和生活自自理适应外,城乡差异也不显著。
4、高职生自我概念发展和学校适应状况均呈现:三年级得分最高,一年级次之,二年级得分最低,二年级是高职生自我概念和学校适应发展的转折点。不同年级的高职生在职业选择适应、环境总体认同和适应总分上存在差异。
5、家庭教养方式不同的高职生自我概念发展和学校适应状况存在差异:采用民主型教养方式家庭的学生自我概念发展水平和学校适应状况均高于采用其他三种教养方式家庭的学生。
6、自我概念总体水平与高职生学校适应总体水平呈高度正相关;自我概念总体水平对高职生学校适应总体状况影响很大,具有显著预测作用;自我概念的不同维度对高职生学校适应的不同方面影响不同,影响力度也存在很大差异。
7、回归分析表明,社会自我和心理自我对高职生学校适应的影响最大,生理自我次之,道德自我相对较弱。
Self-concept is a relative stable system of ego-recogniaztion and self-evaluation of a person while involued in socialization. It contains one’s moral character, personality, interpersonal relationship and the position in the social environment . self-concept affects individual’s emotion and Behavior . School adaptation refers to that students learn to deal with others, complicate their studies and improve their personality through the positive adjustment both physically and psychologically during the college life. University is a stage of critical period to establish and perfect self-concept. With the development of cognition and the expansion of interpersonality, student’s knowledge of ego-recognization becomes more comprehensive and profound. When encounter the changes of environment and tasks, posivitve self-concept will help an individuals to make self-adaption to the environment, fulfil their mandate better and establish good interpersonal relationships.
The subjects in the study are 539 higher vocational students. The Tennessee Self-concept Scale and Lu XieFeng’s College Students’s Adaptability Inventory are used as the instruments of study. This study systematically explores students’levels of self-concept development and the characters of school adaptation as well as the effect of self-concept on adaptation to higher vocational students.
The result shows that:
1、The general condition of higher vocational students’self-concept and school adaptation is good.
2、There exist distinct sex differences among higher vocational students in physical-self, self-satisfication, self-criticism, global adaptation ,Career choice adaptation , interpersonal adaptation. Female students shows better than male students, while grades of female students are higher than male students in moral-self.
3、There aren’t distinction in major differences and also Urban-rural difference except in self-criticism and livelihood self-management adaptation.
4、The higher vocational students of grade two have lower self-concept and school adaptation than students of other grades. The grade two is a low tide period in self-concept and school adaptation. There exist grade difference among higher vocational students in Career choice adaptation, enviromental general evaluation.
5、There exist differences in total self-concept and genral school adaptation under the condition of different cultivating style. The student in democratic family are better than others
6、The general condition of self-concept is highly positive related to the school adaptation. The effect is great and has strong predicting power. The level of self-concept shows extremely positive relations to the adaptation condition in concrete dimensions, and the effect and power also varies.
7、The effect of social self and mental self on the school adaptation is great, follows with physical self, and the effect on moral self is least.
本研究以539名高职生为研究对象,以《田纳西自我概念量表》和卢谢峰编制的《大学生适应性量表》为研究工具,深入系统地探讨了高职生自我概念发展水平及学校适应的特点,以及自我概念对高职生学校适应的影响。
本研究结果表明:
1、高职生自我概念和学校适应发展的总体水平较高。
2、女生道德自我极其显著的高于男生;男生在生理自我、自我满意和自我批评维度上得分显著高于女生。男生在适应总分、职业选择适应和人际适应方面也高于女生。
3、高职生自我概念和学校适应都不存在专业差异,除自我批评和生活自自理适应外,城乡差异也不显著。
4、高职生自我概念发展和学校适应状况均呈现:三年级得分最高,一年级次之,二年级得分最低,二年级是高职生自我概念和学校适应发展的转折点。不同年级的高职生在职业选择适应、环境总体认同和适应总分上存在差异。
5、家庭教养方式不同的高职生自我概念发展和学校适应状况存在差异:采用民主型教养方式家庭的学生自我概念发展水平和学校适应状况均高于采用其他三种教养方式家庭的学生。
6、自我概念总体水平与高职生学校适应总体水平呈高度正相关;自我概念总体水平对高职生学校适应总体状况影响很大,具有显著预测作用;自我概念的不同维度对高职生学校适应的不同方面影响不同,影响力度也存在很大差异。
7、回归分析表明,社会自我和心理自我对高职生学校适应的影响最大,生理自我次之,道德自我相对较弱。
Self-concept is a relative stable system of ego-recogniaztion and self-evaluation of a person while involued in socialization. It contains one’s moral character, personality, interpersonal relationship and the position in the social environment . self-concept affects individual’s emotion and Behavior . School adaptation refers to that students learn to deal with others, complicate their studies and improve their personality through the positive adjustment both physically and psychologically during the college life. University is a stage of critical period to establish and perfect self-concept. With the development of cognition and the expansion of interpersonality, student’s knowledge of ego-recognization becomes more comprehensive and profound. When encounter the changes of environment and tasks, posivitve self-concept will help an individuals to make self-adaption to the environment, fulfil their mandate better and establish good interpersonal relationships.
The subjects in the study are 539 higher vocational students. The Tennessee Self-concept Scale and Lu XieFeng’s College Students’s Adaptability Inventory are used as the instruments of study. This study systematically explores students’levels of self-concept development and the characters of school adaptation as well as the effect of self-concept on adaptation to higher vocational students.
The result shows that:
1、The general condition of higher vocational students’self-concept and school adaptation is good.
2、There exist distinct sex differences among higher vocational students in physical-self, self-satisfication, self-criticism, global adaptation ,Career choice adaptation , interpersonal adaptation. Female students shows better than male students, while grades of female students are higher than male students in moral-self.
3、There aren’t distinction in major differences and also Urban-rural difference except in self-criticism and livelihood self-management adaptation.
4、The higher vocational students of grade two have lower self-concept and school adaptation than students of other grades. The grade two is a low tide period in self-concept and school adaptation. There exist grade difference among higher vocational students in Career choice adaptation, enviromental general evaluation.
5、There exist differences in total self-concept and genral school adaptation under the condition of different cultivating style. The student in democratic family are better than others
6、The general condition of self-concept is highly positive related to the school adaptation. The effect is great and has strong predicting power. The level of self-concept shows extremely positive relations to the adaptation condition in concrete dimensions, and the effect and power also varies.
7、The effect of social self and mental self on the school adaptation is great, follows with physical self, and the effect on moral self is least.
引文
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