基于和谐理念的大学生生命质量及其评价
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摘要
我国大学生生命质量既无明确界定,也无专用量表,导致相关研究无法反映大学生生命的特质问题。而目前大学生生命发展中存在的不和谐已经严重影响到大学生个体、学校、家庭和社会,因此有必要建立本土化的理论体系,通过对大学生生命质量的评价和积极干预推动其和谐发展。
本文正是以此为切入点,明确界定了大学生生命质量,构建了基于和谐理念的大学生生命质量评价的“双五模型”;在此基础上建立了大学生生命质量评价指标体系,研制出大学生生命质量测评专用量表;通过调查建立了徐州高校大学生生命质量的常模,并通过大学生生命质量的现状分析构建出成因关系模型,提出改进措施。
我国现有文献混淆了生存质量、生活质量和生命质量,本文对三者进行辨析,结合大学生生命的特殊性,认为大学生生命质量是指不同社会背景下,大学生的学习、生活和促进其全面发展等相关状态的优劣程度和主观体验。
本文针对大学生生命的特点和大学生生命质量存在的不足,提出大学生生命质量的评价应以“和谐”为导向,进而构建了基于和谐理念的大学生生命质量评价模型“双五模型”,即大学生生命质量评价内容包括生理、心理、行为、环境、社会支持五个维度;大学生生命质量评价应遵循五个原则,即遵循大学生生命发展规律,考虑大学生个体发展的和谐、个人与他人发展的和谐、个人发展与环境的和谐以及个人发展与社会发展的和谐。
在“双五模型”基础上,建立了能反映大学生生命特质的评价指标体系,经因子分析法修正为5个维度,11个二级指标,48个三级指标。在此基础上,采用访谈法、专家会议法、德尔菲法、问卷调查法等,在三轮调查的基础上研制出我国的大学生生命质量量表(QOLCS-51)。评价结果用五个维度、总分、和谐指数、总体自评的标准分来呈现。
对徐州高校1951名大学生生命质量进行调查,形成徐州常模,结果显示大学生生命质量还有很大的干预空间,其不足突出表现为体能差、精力不足;个人价值观、社会价值观、学习动机、自觉性等较差;学习管理不善和时间管理不善,人生规划较差;教学、师资和学习条件待继续提高;对学校和老师、同辈人际关系网的利用不足。其中,个人价值观、社会价值观、学习动机、对学校和老师支持的利用这四个方面表现得尤为严重。对以上不足的成因分析,构建出社会、学校、家庭和学生个体这四者的成因关系模型,认为四者对大学生生命质量影响作用分别是造势、成势、顺势、应势。其中社会因素是各种影响力的来源,个体因素是各种影响力的结果呈现,因此这两者影响力度最大。考虑到可行性,对策主要是针对个体的自我提高策略和校方提供的外部干预措施,具体为:健全自我意识、增强环境剖析能力、适应环境和调适自我、增强自我管理能力;积极教育和引导、重视大学生心理健康、实行大学生生命质量测评、提高师资水平和促进校园文化建设。
The thesis focuses on quality of life of college students (QOLCS) and its assessment for two reasons. First is that there is no definition of QOLCS, and nor is the special questionnaire. Second is that the college students develop disharmoniously.
Based on harmony, QOLCS is defined, and the model for assessing QOLCS is constructed, i. e. Double-Five Model. The assessment index system is constructed and the special questionnaire is developed on Double-Five Model. In chapter 6, the norm of QOLCS in Xuzhou is formed by investigating 1951 students. The situation is descriptived, and the model of cause association is built. Finally, the measures are put forward to promote QOLCS.
It is confusable for the quality of living, quality of survival and quality of life in China. They are differentiated in this thesis, and particularities of life of college students are summarized. Baded on them, QOLCS is defined as actual status and individual's perception of college students in learning, living and things in relation to one’s allround development in the context of societal backgrounds.
Assessment of QOLCS should follow the principle of harmony, on which Double-Five Model is found. Meaning of Double-Five Model consists of two parts. One is that QOLCS should be assessed in five domains; i. e. physical domain (PHD), psychological domain (PSD), behavior domain (BD), environment domain (ED) and social support domain (SSD). The other is that assessment of QOLCS should follow the rules of life of college students, and keep harmonious in individual self-development, and keep harmonious between individual and others’development, and keep harmonious between individual development and environment, and keep harmonious between individual and social development.
The assessment index system adjusted by factor analysis consists of 5 domains, 11 facets and 48 indexes. The special questionnaire for assessing QOLCS included 51 items is developed by three times investigation. The results are presented in standardized score of five domains, summation, harmonious index and general perceived.
The norm of QOLCS is formed by the investigating 1951 college students in Xuzhou. It is the the conclusion that relevant intervention should be taken more on college students, and the lives of college students are developed disharmoniously, such as hypodynamia, less energy, low-grade opinion on value, less motivation, less consciousness on learning, worse efficiency in self-management and time-management, less plan about future, less satisfaction with teaching, teachers and learning, less support from compeer.
The model of cause association of QOLCS is built, which consists of four aspects, i. e. society, colleges, families, and students. They creat, form, obey, and respond to the situation of QOLCS respectively. Society and students act more on QOLCS. The former is the origin of all force, the later the result. Because social factors are changed hardly, more effective intervention should be taken from individuals and colleges.
本文正是以此为切入点,明确界定了大学生生命质量,构建了基于和谐理念的大学生生命质量评价的“双五模型”;在此基础上建立了大学生生命质量评价指标体系,研制出大学生生命质量测评专用量表;通过调查建立了徐州高校大学生生命质量的常模,并通过大学生生命质量的现状分析构建出成因关系模型,提出改进措施。
我国现有文献混淆了生存质量、生活质量和生命质量,本文对三者进行辨析,结合大学生生命的特殊性,认为大学生生命质量是指不同社会背景下,大学生的学习、生活和促进其全面发展等相关状态的优劣程度和主观体验。
本文针对大学生生命的特点和大学生生命质量存在的不足,提出大学生生命质量的评价应以“和谐”为导向,进而构建了基于和谐理念的大学生生命质量评价模型“双五模型”,即大学生生命质量评价内容包括生理、心理、行为、环境、社会支持五个维度;大学生生命质量评价应遵循五个原则,即遵循大学生生命发展规律,考虑大学生个体发展的和谐、个人与他人发展的和谐、个人发展与环境的和谐以及个人发展与社会发展的和谐。
在“双五模型”基础上,建立了能反映大学生生命特质的评价指标体系,经因子分析法修正为5个维度,11个二级指标,48个三级指标。在此基础上,采用访谈法、专家会议法、德尔菲法、问卷调查法等,在三轮调查的基础上研制出我国的大学生生命质量量表(QOLCS-51)。评价结果用五个维度、总分、和谐指数、总体自评的标准分来呈现。
对徐州高校1951名大学生生命质量进行调查,形成徐州常模,结果显示大学生生命质量还有很大的干预空间,其不足突出表现为体能差、精力不足;个人价值观、社会价值观、学习动机、自觉性等较差;学习管理不善和时间管理不善,人生规划较差;教学、师资和学习条件待继续提高;对学校和老师、同辈人际关系网的利用不足。其中,个人价值观、社会价值观、学习动机、对学校和老师支持的利用这四个方面表现得尤为严重。对以上不足的成因分析,构建出社会、学校、家庭和学生个体这四者的成因关系模型,认为四者对大学生生命质量影响作用分别是造势、成势、顺势、应势。其中社会因素是各种影响力的来源,个体因素是各种影响力的结果呈现,因此这两者影响力度最大。考虑到可行性,对策主要是针对个体的自我提高策略和校方提供的外部干预措施,具体为:健全自我意识、增强环境剖析能力、适应环境和调适自我、增强自我管理能力;积极教育和引导、重视大学生心理健康、实行大学生生命质量测评、提高师资水平和促进校园文化建设。
The thesis focuses on quality of life of college students (QOLCS) and its assessment for two reasons. First is that there is no definition of QOLCS, and nor is the special questionnaire. Second is that the college students develop disharmoniously.
Based on harmony, QOLCS is defined, and the model for assessing QOLCS is constructed, i. e. Double-Five Model. The assessment index system is constructed and the special questionnaire is developed on Double-Five Model. In chapter 6, the norm of QOLCS in Xuzhou is formed by investigating 1951 students. The situation is descriptived, and the model of cause association is built. Finally, the measures are put forward to promote QOLCS.
It is confusable for the quality of living, quality of survival and quality of life in China. They are differentiated in this thesis, and particularities of life of college students are summarized. Baded on them, QOLCS is defined as actual status and individual's perception of college students in learning, living and things in relation to one’s allround development in the context of societal backgrounds.
Assessment of QOLCS should follow the principle of harmony, on which Double-Five Model is found. Meaning of Double-Five Model consists of two parts. One is that QOLCS should be assessed in five domains; i. e. physical domain (PHD), psychological domain (PSD), behavior domain (BD), environment domain (ED) and social support domain (SSD). The other is that assessment of QOLCS should follow the rules of life of college students, and keep harmonious in individual self-development, and keep harmonious between individual and others’development, and keep harmonious between individual development and environment, and keep harmonious between individual and social development.
The assessment index system adjusted by factor analysis consists of 5 domains, 11 facets and 48 indexes. The special questionnaire for assessing QOLCS included 51 items is developed by three times investigation. The results are presented in standardized score of five domains, summation, harmonious index and general perceived.
The norm of QOLCS is formed by the investigating 1951 college students in Xuzhou. It is the the conclusion that relevant intervention should be taken more on college students, and the lives of college students are developed disharmoniously, such as hypodynamia, less energy, low-grade opinion on value, less motivation, less consciousness on learning, worse efficiency in self-management and time-management, less plan about future, less satisfaction with teaching, teachers and learning, less support from compeer.
The model of cause association of QOLCS is built, which consists of four aspects, i. e. society, colleges, families, and students. They creat, form, obey, and respond to the situation of QOLCS respectively. Society and students act more on QOLCS. The former is the origin of all force, the later the result. Because social factors are changed hardly, more effective intervention should be taken from individuals and colleges.
引文
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