当代青少年价值观的特征及相关研究
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摘要
价值观是人们区分好坏、美丑、损益、正确与错误、符合或违背自己意愿等的标准并指导行为的心理倾向系统(黄希庭,1994)。价值观在人的成长和发展过程中起着十分重要的作用,有没有正确的价值观将直接影响青少年的健康成长和其个性的形成。因此,青少年一代的价值观教育成为现代教育中的一个重要课题。进行价值观教育的关键是对价值观的形成特征有比较系统的了解;本研究在广泛阅读国内外关于价值观研究的文献资料基础上,利用心理测量学的基本理论编制一套适合当代中国国情的青少年价值观问卷,并借此揭示青少年价值观的形成特征及主要影响因素,最终目的是帮助社会、学校、家庭引导青少年培养正确的价值观。全文由六个部分组成。
第一部分是综述,对价值观理论的发展进行比较系统地梳理,详细整理了国内外关于价值观的定义、分类、采用的测量量表以及近几十年来我国对青少年价值观的研究现状。
第二部分是《青少年价值观问卷》的编制。在广泛阅读文献资料的基础上,结合预调查,设立初步的价值观问卷项目,形成第一稿价值观问卷。接着,进行初试,并采用探索性因子分析处理数据,删减无关项目,编制形成正式问卷。从对问卷的质量分析情况看,问卷的项目区分度、信度、效度都较理想。最终的《青少年价值观问卷》包括6个维度、68个项目:维度1努力奋斗观,维度2道德观,维度3和谐观,维度4名利观,维度5个体—群体观,维度6创新观。
第三部分是相关研究(1)——青少年价值观形成的特点分析。结合问卷情况,对青少年价值观形成的年龄差异、性别差异以及影响青少年价值观形成的因素进行分析和讨论。研究显示:(1)青少年的不同价值观并不是一致发展的,价值观的发展有关键阶段;(2)尽管男女青少年的价值观发展并没有显著差异,但是在得分上男女青少年还是有高低之分。(3)影响青少年价值观形成的因素是多方面的,包括社会、学校、家庭。榜样的作用不可小觑,中学生易受明星榜样的影响,大学生则对自己的父母有更高的认同。
第四部分是相关研究(2)——从众心理对青少年价值观形成的影响。通过情境实验揭示了从众心理对青少年价值观的重要作用。
第五部分是分析与讨论。首先是对现存青少年价值观的问题分析。结合问卷得到的结果分析,归纳出青少年价值观教育中存在的7个问题:(1)不思进取——丧失奋斗的动力;(2)躲避崇高——道德感的缺失;(3)崇尚名利——价值观的世俗化;(4)孤立闭塞——人际关系的冷漠;(5)故步自封——创新能力的匮乏;(6)拒绝雷锋——榜样的现实化;(7)重智轻德——现代教育的偏离。接着是对价值观教育的几点想法:首先,社会应当树立正确的主导价值观,引导和帮助青少年树立社会主义理想,塑造爱国主义精神,培养科学精神、人文精神和审美意识;其次,应当建立正确的社会舆论导向,净化价值观的培养渠道,如网络、电视、报纸等,并帮助学生学会筛选信息,学校尤其要重视班级班风的培养;再次,抓住价值观发展的关键阶段,使价值观的培养更有效果;最后,可以采用多样的价值观教育方式,对青少年进行潜移默化的价值观培养。
第六部分是结语,对本研究的总结论,并且指出了本研究的最大特点和不足之处。
Value is a system of psychological inclination, which helps people distinguish good from bad, beauty from ugliness, gains from losses, right from wrong (Huang Xiting, 1994). This system plays a key role in the growing process of a person, and it decides whether adolescents can grow up with both mental and physical health. Therefore, value education has become an important subject for school education. The basic foundation for value education is getting a systematic knowledge of the growing characteristics of values; Referring to various domestic and overseas value researches and based on psychometrics theories, an adolescents’value scale has thus come into being. The purpose of this research is to reveal the growing characteristics of values and some related influences, and eventually to help the society, schools and parents guide adolescents to set up correct values. This thesis is composed of six parts.
The first part is a summary of value viewpoints from domestic and foreign experts. This part summarizes some experts’definitions, classifications and scales of values. Related latest researches on adolescents’values in our country are also included.
The second part introduces the process of compiling“The Adolescents’Value Scale”. On the basis of widely reading related documents and with the aid of a preliminary questionnaire, the first version of the scale is formed. After the first survey is carried out, Exploratory Factor Analysis helps to settle down the final version of the scale, which contains 6 dimensions consisted of 68 items. These 6 dimension are:1.values of diligence, 2.values of harmony; 3.values of morals; 4.values of fame and wealth; 5.values of individual-group; 6.values of creation. Quality analysis followed shows that this scale has high reliability ,validity and good discrimination ability.
The third part is related research(I), which focus on three parts: age difference, gender difference and factors affecting the growth of adolescents’values. The results show:(1)Values develops inconsistently; different dimensions of values have their key developing stages. (2)Although there is no significant difference between males and females, girls get higher scores on some dimensions and boys get higher on some others.(3)Factors influencing the forming of values are various, some are from the society, some from the school and some from the family. The importance of models cannot be neglected; high school students tend to have stars as their models, while college students have a higher confirmation on their parents.
The fourth part is related research(II). The situational test presents what role conformity plays in the foming process of adolescents’values.
The fifth part is related analysis and discussion, which first points out 7 problems lying in current value education:(1)making no effort; (2)losing sense of morality; (3)over-chasing fame and wealth; (4)being indifferent; (5)short of creation and innovation; (6)change of models; (7)focusing on knowledge while ignoring morality. Some suggestion on value education are also put forward in this part: Firstly, our society should set up some leading values. Students should possess ideals of socialism and spirits of patriotism; they should also have an appreciation of beauty, a mind of science and humanism. Secondly, we should set up right directions for public opinions and purify the mass media, such as the internet, TV and newspapers; we should also help youngsters learn how to screen messages. Thirdly, grasping the key stages of values’forming enables value education to be more effective. Finally, different measures of value education can help develop adolescents’values imperceptibly but effectively.
And the last part is the ending, which contains the conclusion of this research, as well as some distinguishing features and flaws of this research.
第一部分是综述,对价值观理论的发展进行比较系统地梳理,详细整理了国内外关于价值观的定义、分类、采用的测量量表以及近几十年来我国对青少年价值观的研究现状。
第二部分是《青少年价值观问卷》的编制。在广泛阅读文献资料的基础上,结合预调查,设立初步的价值观问卷项目,形成第一稿价值观问卷。接着,进行初试,并采用探索性因子分析处理数据,删减无关项目,编制形成正式问卷。从对问卷的质量分析情况看,问卷的项目区分度、信度、效度都较理想。最终的《青少年价值观问卷》包括6个维度、68个项目:维度1努力奋斗观,维度2道德观,维度3和谐观,维度4名利观,维度5个体—群体观,维度6创新观。
第三部分是相关研究(1)——青少年价值观形成的特点分析。结合问卷情况,对青少年价值观形成的年龄差异、性别差异以及影响青少年价值观形成的因素进行分析和讨论。研究显示:(1)青少年的不同价值观并不是一致发展的,价值观的发展有关键阶段;(2)尽管男女青少年的价值观发展并没有显著差异,但是在得分上男女青少年还是有高低之分。(3)影响青少年价值观形成的因素是多方面的,包括社会、学校、家庭。榜样的作用不可小觑,中学生易受明星榜样的影响,大学生则对自己的父母有更高的认同。
第四部分是相关研究(2)——从众心理对青少年价值观形成的影响。通过情境实验揭示了从众心理对青少年价值观的重要作用。
第五部分是分析与讨论。首先是对现存青少年价值观的问题分析。结合问卷得到的结果分析,归纳出青少年价值观教育中存在的7个问题:(1)不思进取——丧失奋斗的动力;(2)躲避崇高——道德感的缺失;(3)崇尚名利——价值观的世俗化;(4)孤立闭塞——人际关系的冷漠;(5)故步自封——创新能力的匮乏;(6)拒绝雷锋——榜样的现实化;(7)重智轻德——现代教育的偏离。接着是对价值观教育的几点想法:首先,社会应当树立正确的主导价值观,引导和帮助青少年树立社会主义理想,塑造爱国主义精神,培养科学精神、人文精神和审美意识;其次,应当建立正确的社会舆论导向,净化价值观的培养渠道,如网络、电视、报纸等,并帮助学生学会筛选信息,学校尤其要重视班级班风的培养;再次,抓住价值观发展的关键阶段,使价值观的培养更有效果;最后,可以采用多样的价值观教育方式,对青少年进行潜移默化的价值观培养。
第六部分是结语,对本研究的总结论,并且指出了本研究的最大特点和不足之处。
Value is a system of psychological inclination, which helps people distinguish good from bad, beauty from ugliness, gains from losses, right from wrong (Huang Xiting, 1994). This system plays a key role in the growing process of a person, and it decides whether adolescents can grow up with both mental and physical health. Therefore, value education has become an important subject for school education. The basic foundation for value education is getting a systematic knowledge of the growing characteristics of values; Referring to various domestic and overseas value researches and based on psychometrics theories, an adolescents’value scale has thus come into being. The purpose of this research is to reveal the growing characteristics of values and some related influences, and eventually to help the society, schools and parents guide adolescents to set up correct values. This thesis is composed of six parts.
The first part is a summary of value viewpoints from domestic and foreign experts. This part summarizes some experts’definitions, classifications and scales of values. Related latest researches on adolescents’values in our country are also included.
The second part introduces the process of compiling“The Adolescents’Value Scale”. On the basis of widely reading related documents and with the aid of a preliminary questionnaire, the first version of the scale is formed. After the first survey is carried out, Exploratory Factor Analysis helps to settle down the final version of the scale, which contains 6 dimensions consisted of 68 items. These 6 dimension are:1.values of diligence, 2.values of harmony; 3.values of morals; 4.values of fame and wealth; 5.values of individual-group; 6.values of creation. Quality analysis followed shows that this scale has high reliability ,validity and good discrimination ability.
The third part is related research(I), which focus on three parts: age difference, gender difference and factors affecting the growth of adolescents’values. The results show:(1)Values develops inconsistently; different dimensions of values have their key developing stages. (2)Although there is no significant difference between males and females, girls get higher scores on some dimensions and boys get higher on some others.(3)Factors influencing the forming of values are various, some are from the society, some from the school and some from the family. The importance of models cannot be neglected; high school students tend to have stars as their models, while college students have a higher confirmation on their parents.
The fourth part is related research(II). The situational test presents what role conformity plays in the foming process of adolescents’values.
The fifth part is related analysis and discussion, which first points out 7 problems lying in current value education:(1)making no effort; (2)losing sense of morality; (3)over-chasing fame and wealth; (4)being indifferent; (5)short of creation and innovation; (6)change of models; (7)focusing on knowledge while ignoring morality. Some suggestion on value education are also put forward in this part: Firstly, our society should set up some leading values. Students should possess ideals of socialism and spirits of patriotism; they should also have an appreciation of beauty, a mind of science and humanism. Secondly, we should set up right directions for public opinions and purify the mass media, such as the internet, TV and newspapers; we should also help youngsters learn how to screen messages. Thirdly, grasping the key stages of values’forming enables value education to be more effective. Finally, different measures of value education can help develop adolescents’values imperceptibly but effectively.
And the last part is the ending, which contains the conclusion of this research, as well as some distinguishing features and flaws of this research.
引文
①托马斯·里克纳,《美式课堂——品质教育学校方略》,海南出版社 2001,第 4 页
①转引自贺春兰:《关注人才》,《人民政协报》,1999 年 1 月 5 日
①William H.Swatos,Jr.Editor.Encyclopedia of Religion and Society. Http://hirr.hartsem.edu/ency/values.htm
② Wilson,Marc Stewart,Values and Political Ideology:Rokeach’s Two-Value Model in aProportional Representation Environment,New Zealand Journal of Psychology,Nov 2004.
③ Schwartz,S.H.&Bilsky W.,Toward a psychological structure of human values.Journal ofPersonality and Social psychology,1987,53:550-562
④黄希庭,张进辅,李红等,《当代中国青年价值观与教育》,四川教育出版社,1994,1-30
① 杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②朱智贤,《心理学大词典》,北京师范大学出版社,1989,1
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
①杨宜 音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②冯莉雅,服务学习融入九年一贯制课程改革的课程设计,台湾行政院青年辅导委员会 90 年青年辅导奖助金甄选结案报告,30-31
①陈红雷、周帆,工作价值观结构研究的进展和趋势,心理科学进展,2003,11(6),700-703
②杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
③Maria Ros.Shalom H.Schwartz,Basic Individual Values, Work Values, and the Meaning of Work, AppliedPsychology:an international review,1999,48(1),49-71
① 黄希庭,张进辅,李红等,《当代中国青年价值观与教育》,四川教育出版社,1994,1-30
②杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
①Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
②Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
①Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
②Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
① Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-9
① 岑国桢,近20年我国青少年价值观研究之概览,价值观教育与学校德育,2003年第01期,13-15
①顾荣炎,《SPSS 12.0 For Windows 实用教程与操作技巧》,上海科学技术文献出版社 2005 年版,194-196
①金瑜,心理测量〔M〕,华东师范大学出版社,2001 年 8 月第 1 版,241-249
①顾海根,学校心理测量学〔M〕,广西教育出版社,1999 年 8 月第 1 版,43-81
①顾荣炎,《SPSS 12.0 For Windows 实用教程与操作技巧》,上海科学技术文献出版社 2005 年版,194-196
① 顾海根,学校心理测量学〔M〕,广西教育出版社,1999 年 8 月第 1 版,43-81
①沙莲香,《社会心理学》,人民大学出版社 2002 年版,第 214-218 页
① 刘智峰主编,《道德中国——当代中国道德伦理的深重忧思》,中国社会科学出版社 1999 年版,第 5 页
①岑国桢 ,《青少年主流价值观:心理学的探索》,上海教育出版社2007年版,256-257
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28.岑国桢.近20年我国青少年价值观研究之概览.价值观教育与学校德育.2003年第01期.
29.金盛华、田丽丽.中学生价值观、自我概念与生活满意度的关系研究.心理发展与教育.2003年第02期.
30.岑国桢.对价值观教育的几点认识.价值观教育与学校德育.2004年第03期.
31.文萍等.1987-2004我国青少年价值观纵深研究及教育建议.社会科学家.2005年第02期.
32.周虹等.当代中国东西部大学生经济价值观比较研究.河北工程大学学报(社会科学版)2005年第01期.
33.周军.价值重建进程中大学生价值取向的变迁.苏州大学学报(哲学社会科学版)2005年第05期.
34.吴玉梅.西方文化对当代大学生价值取向的影响及对策.云南财贸学院学报(哲学社会科学版) 2006年第04期.
35.李一国.当代大学生价值取向多元化研究.学校党建与思想教育(高教版).2006年第06期.
36.石勇等.20世纪90年代以来我国青少年价值观研究统计与分析.山东省青年管理干部学院学报 2007年第02期.
37.Rokeach, M.(1973). “The nature of human values”. New York: Free Press.
38.Feather N.T. “Values, national identification and favoritism towards the in-group [J]”. British Journal of Social Psychology, 1994.
39.Begley Paul(2000). “Personal Values and leadership: theory development, new research and an agenda for the future Alberta[J]”. Journal of Education Research. Edmonton,
40.David M.B., Todd K.S., Lee A.K.& Randy J.L.,(2001)."A half century of mate preferences: The cultural evolution of values." Journal of Marriage and Family.
41.Aluja, Anton. The 16PF5and the NEO-PI-R in Spanish and Swiss Samples: A Cross-Cultural Comparison. Journal of Individual Differences. Vol.26(2)2005.
42.Kim, Bryan S. K.; Li, Lisa C; Ng, Gladys F. The Asian American Values Scale-Multidimensional: Development, Reliability, and Validity. Cultural Diversity and Ethnic Minority Psychology. Vol.11(3) August 2005.
43.Bert N. Uchino; Julianne Holt-Lunstad. Aging and Cardiovascular Reactivity to Stress: Longitudinal Evidence for Changes in Stress Reactivity. Psuchology and Aging, 2005, 20(1)
44.Carver C, Scheier M. Assessing coping strategies: Atheoretically based approach. Journal of Personality and Social Psychology, 1989, 56
45.Cooper CL,Payne R..Personaliby and stress:Individual Differences in the stress Process. John Wiley and Sons Ltd,1991
46.Dianna T. Kenny, Cary L. Cooper. Introduction: Occupational Stress and Its Management. International Journal of Stress Management, 2003, 10(4)
47.Folkman S, Lazarus RS.. If it changes, it must be a process: A study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 1985,48
48.Jeffrey P. Bjorck, Lisa L. Klewicki. The Effects of Stressor Type on Projected Coping. Journal of Traumatic Stress, 1997,10(3)
49.Katharine R.Parkes.Locus of Control,Cognitive Appraisal,and Coping in Stressful Episodes. Journal of Personality and Social Psychology.1984 .46.
50.Lararus.R.S.From psychological stress to the emotions: A history of changing outlooks. Annul Review Psychology, 1993, (44).
51.Lazarus R S. Coping theory and research:Past,present,and future.Psychosomatic Medicine,1993,55.
52.Lazarus R S. Toward better reaesrch on stress and coping. American Psychologist, 2000,55(6).
53.Lazarus R. S, & Folkman S. Stress, Appraisal, and coping. NY: Springer, 1984 Lazarus RS. Coping theory and research: Past, present, andfuture. Psychosomatic Medicine, 1993,55.
54.Susan Folkman and Richard S. Lazarus. Coping as a Mediator of Emotion. Journal of Personality and Social Pswholog, 1988.54(1).
55.Susan Folkman and Richard S. Lazarus. If It Changes It Must Be a Process: Study of Emotion and Coping During Three Stages of a College Examination. Journal of Personality and Social Psychology, 1985,48(1).
56.Susan Folkman and Richard S. Lazarus. Stress Processes and Depressive Symptomatology. Journal of Abnormal Psychology, 1986, 95(2).
57.Susan Folkman, Richard S. Lazarus, Rand J. Gruen, and Anita DeLongis Appraisal. Coping, Health Status, and Psychological Symptoms, Journal of Personality and Social Psychology, 1986, 50(3).
58.Susan Folkman, Richard S. Lazarus, Scott Pimley, Jill Novacek. Age Differences in Stress and Coping Processes. Psychology and Aging, 1987,2(2).
59.Williams, Stephen; Cooper, Cary L.. Measuring occupational stress: Development of the Pressure Management Indicator.Journal of Occupational Health Psychology, 1998,3(4.)
60.Zimlardo PG.Understanding and Managing Stress.In zimbardo PG (ed.11th ed ),Psychology and life.London,Scott.Frcesman and Company 1985.
①转引自贺春兰:《关注人才》,《人民政协报》,1999 年 1 月 5 日
①William H.Swatos,Jr.Editor.Encyclopedia of Religion and Society. Http://hirr.hartsem.edu/ency/values.htm
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③ Schwartz,S.H.&Bilsky W.,Toward a psychological structure of human values.Journal ofPersonality and Social psychology,1987,53:550-562
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① 杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②朱智贤,《心理学大词典》,北京师范大学出版社,1989,1
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
①杨宜 音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②冯莉雅,服务学习融入九年一贯制课程改革的课程设计,台湾行政院青年辅导委员会 90 年青年辅导奖助金甄选结案报告,30-31
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②杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
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① 黄希庭,张进辅,李红等,《当代中国青年价值观与教育》,四川教育出版社,1994,1-30
②杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-93
②Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
①Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
②Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
①Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
②Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
① Robinson,Shaver&Wrightsman 编,杨中芳译,性格与社会心理测量总览〔M〕,华人本土心理研究基金会赞助出版,1997 年 1 月第 1 版,867-873
①杨宜音,社会心理领域的价值观研究述要〔J〕,中国社会科学,1998,2,82-9
① 岑国桢,近20年我国青少年价值观研究之概览,价值观教育与学校德育,2003年第01期,13-15
①顾荣炎,《SPSS 12.0 For Windows 实用教程与操作技巧》,上海科学技术文献出版社 2005 年版,194-196
①金瑜,心理测量〔M〕,华东师范大学出版社,2001 年 8 月第 1 版,241-249
①顾海根,学校心理测量学〔M〕,广西教育出版社,1999 年 8 月第 1 版,43-81
①顾荣炎,《SPSS 12.0 For Windows 实用教程与操作技巧》,上海科学技术文献出版社 2005 年版,194-196
① 顾海根,学校心理测量学〔M〕,广西教育出版社,1999 年 8 月第 1 版,43-81
①沙莲香,《社会心理学》,人民大学出版社 2002 年版,第 214-218 页
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①岑国桢 ,《青少年主流价值观:心理学的探索》,上海教育出版社2007年版,256-257
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28.岑国桢.近20年我国青少年价值观研究之概览.价值观教育与学校德育.2003年第01期.
29.金盛华、田丽丽.中学生价值观、自我概念与生活满意度的关系研究.心理发展与教育.2003年第02期.
30.岑国桢.对价值观教育的几点认识.价值观教育与学校德育.2004年第03期.
31.文萍等.1987-2004我国青少年价值观纵深研究及教育建议.社会科学家.2005年第02期.
32.周虹等.当代中国东西部大学生经济价值观比较研究.河北工程大学学报(社会科学版)2005年第01期.
33.周军.价值重建进程中大学生价值取向的变迁.苏州大学学报(哲学社会科学版)2005年第05期.
34.吴玉梅.西方文化对当代大学生价值取向的影响及对策.云南财贸学院学报(哲学社会科学版) 2006年第04期.
35.李一国.当代大学生价值取向多元化研究.学校党建与思想教育(高教版).2006年第06期.
36.石勇等.20世纪90年代以来我国青少年价值观研究统计与分析.山东省青年管理干部学院学报 2007年第02期.
37.Rokeach, M.(1973). “The nature of human values”. New York: Free Press.
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40.David M.B., Todd K.S., Lee A.K.& Randy J.L.,(2001)."A half century of mate preferences: The cultural evolution of values." Journal of Marriage and Family.
41.Aluja, Anton. The 16PF5and the NEO-PI-R in Spanish and Swiss Samples: A Cross-Cultural Comparison. Journal of Individual Differences. Vol.26(2)2005.
42.Kim, Bryan S. K.; Li, Lisa C; Ng, Gladys F. The Asian American Values Scale-Multidimensional: Development, Reliability, and Validity. Cultural Diversity and Ethnic Minority Psychology. Vol.11(3) August 2005.
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44.Carver C, Scheier M. Assessing coping strategies: Atheoretically based approach. Journal of Personality and Social Psychology, 1989, 56
45.Cooper CL,Payne R..Personaliby and stress:Individual Differences in the stress Process. John Wiley and Sons Ltd,1991
46.Dianna T. Kenny, Cary L. Cooper. Introduction: Occupational Stress and Its Management. International Journal of Stress Management, 2003, 10(4)
47.Folkman S, Lazarus RS.. If it changes, it must be a process: A study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 1985,48
48.Jeffrey P. Bjorck, Lisa L. Klewicki. The Effects of Stressor Type on Projected Coping. Journal of Traumatic Stress, 1997,10(3)
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51.Lazarus R S. Coping theory and research:Past,present,and future.Psychosomatic Medicine,1993,55.
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54.Susan Folkman and Richard S. Lazarus. Coping as a Mediator of Emotion. Journal of Personality and Social Pswholog, 1988.54(1).
55.Susan Folkman and Richard S. Lazarus. If It Changes It Must Be a Process: Study of Emotion and Coping During Three Stages of a College Examination. Journal of Personality and Social Psychology, 1985,48(1).
56.Susan Folkman and Richard S. Lazarus. Stress Processes and Depressive Symptomatology. Journal of Abnormal Psychology, 1986, 95(2).
57.Susan Folkman, Richard S. Lazarus, Rand J. Gruen, and Anita DeLongis Appraisal. Coping, Health Status, and Psychological Symptoms, Journal of Personality and Social Psychology, 1986, 50(3).
58.Susan Folkman, Richard S. Lazarus, Scott Pimley, Jill Novacek. Age Differences in Stress and Coping Processes. Psychology and Aging, 1987,2(2).
59.Williams, Stephen; Cooper, Cary L.. Measuring occupational stress: Development of the Pressure Management Indicator.Journal of Occupational Health Psychology, 1998,3(4.)
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