高职大学生情绪智力研究
摘要
当前,高等职业教育是高等教育的重要组成部分,高职大学生在大学生人群中有着重要的地位。但大多数高职大学生与其它综合性大学的大学生相比,面临着更多的心理压力。
本文在参考国内外相关理论和量表的基础上,以四川建筑职业技术学院580名高职大学生作为样本进行研究,探讨高职大学生情绪智力的诸多问题,研究主要从高职大学生情商水平、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度以及高职大学生人际关系五个维度来进行。首先笔者对现行情绪的定义作了综合论述,为研究指明了方向,同时确定了此份情绪智力研究论文的操作方式。通过对国际及国内情绪发展研究的现行理论的综合理解,对情绪智力研究的可操作性作了一定分析。在情绪智力研究方面对现行的几种比较认可的理论作了描述及分析,进而提出自己的观点。在实际操作过程中,笔者采用马志国的《主宰你的情感》一书中,关于情商水平,以及情感稳定性的测试量表,进行高职大学生情商和情感稳定性方面的调查。在高职大学生的心理适应上采用了叶素贞、曾振华编著《情绪管理与心理健康》中,关于高职大学生心理适应能力和人际关系的量表,进行实验测试。在高职大学生的情感抑郁程度上采用了[美]DavidD.Burns著《Ten Days To Self-Esteem》(《十天改善你的自尊》汤臻等译)中的“伯恩斯抑郁量表”对被试进行抑郁程度调查测试。在被试选择方面,笔者充分考虑了研究的实际信度以及研究结果的差异性表现,选择了四川建筑职业技术学院,各年级共580名学生进行问卷调查。
问卷调查回收完成之后,笔者采用SPSS 13.0统计软件,对数据结果进行分析统计。对于调查结果,笔者先对综合数据进行了描述性统计,得到了被试的年龄结构及性别分布情况,得到了调查结果。在高职大学生的情商水平、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度以及高职大学生人际关系五个维度方面,笔者通过列联表分析、单因素方差分析、双因素方差分析以及双因素相关分析等,对数据结果进行了处理。结果显示:高职大学生男、女生之间,情商水平没有显著差异;高职大学生各年级,情商水平没有显著差异;高职大学生性别和年级对情商水平高低,没有显著影响。高职大学生男、女生之间,情感稳定性有显著差异;高职大学生各年级,情感稳定性没有显著差异;性别对情感稳定性有显著影响;高职大学生各年级,情感稳定性没有显著影响。在高职大学生心理适应性上,高职大学生男、女生之间没有显著差异;大一和大二学生、大一和大三学生之间,心理适应性没有显著差异;但大二和大三学生之间,心理适应性却存在显著差异;性别对心理适应性有显著影响;高职大学生各年级,心理适应性却没有显著影响。高职大学生男、女生之间抑郁程度,没有显著差异;大三和大一学生、大三和大二学生之间,抑郁程度也没有显著差异;而大一和大二学生之间,抑郁程度却存在显著差异;性别对抑郁程度没有显著影响;高职大学生各年级,抑郁程度也没有显著影响。高职大学生男、女生在高职大学生人际关系方面,有非常显著的差异;大三和大一学生、大三和大二学生之间,高职大学生人际关系也存在非常显著差异;而大一和大二学生之间,高职大学生人际关系却没有显著差异;性别对高职大学生人际关系没有显著影响;而高职大学生各年级,对高职大学生人际关系却有显著影响。此外,高职大学生的性别与高职大学生情商水平高低、高职大学生心理适应性及高职大学生抑郁程度无显著相关;而与高职大学生情感稳定性和高职大学生人际关系水平有高度显著相关;高职大学生的年级与高职大学生情商水平高低、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度无显著相关;而仅与高职大学生人际关系水平有高度显著相关。
通过对高职大学生的情绪进行研究,笔者对高职大学生情绪智力中的高职大学生情商水平、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度以及高职大学生人际关系五个维度的总体情况,有了更进一步的了解。此外,在参考国内外相关理论研究的同时,笔者对自己以后的教育工作,也有了更明确的方向。笔者同时希望通过此篇论文研究,能为更多的高职教育工作者,而不仅是本人提供切实的帮助。
Nowadays, the higher vocational education plays the important role of the higher education. The higher vocational college students are the important members of the college students. But most of the Higher Vocational College Students always encounter much more psychological pressure than other comprehensive universities students.
This article aims at the emotional development study in the higher vocational college students, which carries out 5 dimensions of emotional intelligence on the main level, the emotional stability, psychological adaptation, the degree of depression, as well as interpersonal relationship. Based on the study of relative theories and scales, we take 580 students of the Sichuan Architectural Technical College in Deyang city as samples for a study and discuss the emotional problems of higher vocational college students. Firstly, the author comprehensively discussed the definition of the current emotion, pointing out the direction of the study, determined this research papers operational methods. Comprehensive understanding of the existing theory of the emotional development, the author analyzed the feasibility of the emotional development. Described and analyzed the several recognized theory of the existing research in the emotional development, the author proceeded to put forward personal views. In actual operation process, the author used on Dominate Your Emotion (by Ma Zhiguo ) test scales on the emotional level ,and the emotional stability to make the higher vocational college students' EQ and emotional investigation. Students in the emotional stability has been applied Emotional Management and Health of Mind (by Ye Suzhen and Zeng Zhenhua) scales of the emotional stability and interpersonal relationships and ability to test. Students on the emotional depression degree by David D.Burns in US Ten Days To Self-Esteem(10 days to improve your self-esteem)said "Depression Table of Burns " conducted surveys on depression tests. In the test selection, the author had taken actually study on the reliability and performance and the outcome differences, chose 580 students of the Sichuan Architectural Technical College in Deyang city as samples for carried out a questionnaire experiment.
After the survey recovery, the author used SPSS13.0 statistic software analysed the results of statistical data. According to the comprehensive data, the author made the descriptive statistics, and the author got the higher vocational college students age and sex distribution. Depending on the Crosstab ,Anova,Tests of Between Subjects effects, and Correlations analysis, the author dealt with the data related to the results. The research is showed that boys and girls of the higher vocational college students, there have not been significant difference about the higher vocational college students' EQ; there have not been significant difference between the higher vocational colleges' grades about the higher vocational college students' EQ; the higher vocational college students' sex and the higher vocational colleges' grades, there have been no significant difference about the higher vocational college students' EQ. On the emotional stability, boys and girls of the higher vocational college students, there have been remarkable impact; on the emotional stability, the higher vocational colleges grades, there have not been to noticeable impact; on the emotional stability, boys and girls of the higher vocational college students, there have been noticeable impact; on the emotional stability, the higher vocational colleges' grades have no significant difference. On the psychological adaptation, between the boys and girls of the higher vocational college students have not differed significantly; on the psychological adaptability, freshman and sophomore, freshman and junior, there have been no noticeable difference; but between the sophomore and junior, on the psychological adaptation, there have been significant difference; on the psychological adaptation, sex has had notable impact; on the psychological adaptation, the higher vocational college grades have not been significant influence. On the degree of depression among the higher vocational colleges' boys and girls have not differed significantly; on the degree of depression, junior and freshman, junior and sophomore also have not been significant difference; between the freshman and sophomore, on the degree of depression, there have been significant difference; Sex has not had the remarkable influence to the degree of depression; the higher vocational college' grades have not had remarkable influence to the degree of depression. On the interpersonal relationship, between the male and female students have had the very remarkable difference; on the interpersonal relationship, junior and freshman, junior and sophomore have had the very remarkable difference; but on the interpersonal relationship, freshman and sophomore have not actually had the remarkable difference; Sex has not had the remarkable influence to the interpersonal relationship; but the higher vocational colleges' grades have really had the remarkable influence to the interpersonal relationship. In addition, the higher vocational college students' sex with the level of EQ, psychological adaptation, and the degree of depression has not very remarkable related, but the higher vocational college students' sex with emotional stability and interpersonal relationship has higher obviously related. The higher vocational colleges' grades with the higher vocational college students' EQ, emotional stability, psychological adaptation, and the degree of depression have not remarkable related, but the higher vocational college grades with interpersonal relationship of the higher vocational college students' had highly obviously related.
Through the higher vocational college students' emotional intelligence quotient study, the author has further understanding overall situation of the higher vocational college students' EQ, emotional stability, the emotional stability, psychological adaptation, the degree of depression, as well as interpersonal relationship five fields. Reference to the theory study in China and abroad, the author determined my direction about my teaching. The author hopes this paper study will be able to put forward some suggestions for further emotional research of the higher vocational college students.
本文在参考国内外相关理论和量表的基础上,以四川建筑职业技术学院580名高职大学生作为样本进行研究,探讨高职大学生情绪智力的诸多问题,研究主要从高职大学生情商水平、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度以及高职大学生人际关系五个维度来进行。首先笔者对现行情绪的定义作了综合论述,为研究指明了方向,同时确定了此份情绪智力研究论文的操作方式。通过对国际及国内情绪发展研究的现行理论的综合理解,对情绪智力研究的可操作性作了一定分析。在情绪智力研究方面对现行的几种比较认可的理论作了描述及分析,进而提出自己的观点。在实际操作过程中,笔者采用马志国的《主宰你的情感》一书中,关于情商水平,以及情感稳定性的测试量表,进行高职大学生情商和情感稳定性方面的调查。在高职大学生的心理适应上采用了叶素贞、曾振华编著《情绪管理与心理健康》中,关于高职大学生心理适应能力和人际关系的量表,进行实验测试。在高职大学生的情感抑郁程度上采用了[美]DavidD.Burns著《Ten Days To Self-Esteem》(《十天改善你的自尊》汤臻等译)中的“伯恩斯抑郁量表”对被试进行抑郁程度调查测试。在被试选择方面,笔者充分考虑了研究的实际信度以及研究结果的差异性表现,选择了四川建筑职业技术学院,各年级共580名学生进行问卷调查。
问卷调查回收完成之后,笔者采用SPSS 13.0统计软件,对数据结果进行分析统计。对于调查结果,笔者先对综合数据进行了描述性统计,得到了被试的年龄结构及性别分布情况,得到了调查结果。在高职大学生的情商水平、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度以及高职大学生人际关系五个维度方面,笔者通过列联表分析、单因素方差分析、双因素方差分析以及双因素相关分析等,对数据结果进行了处理。结果显示:高职大学生男、女生之间,情商水平没有显著差异;高职大学生各年级,情商水平没有显著差异;高职大学生性别和年级对情商水平高低,没有显著影响。高职大学生男、女生之间,情感稳定性有显著差异;高职大学生各年级,情感稳定性没有显著差异;性别对情感稳定性有显著影响;高职大学生各年级,情感稳定性没有显著影响。在高职大学生心理适应性上,高职大学生男、女生之间没有显著差异;大一和大二学生、大一和大三学生之间,心理适应性没有显著差异;但大二和大三学生之间,心理适应性却存在显著差异;性别对心理适应性有显著影响;高职大学生各年级,心理适应性却没有显著影响。高职大学生男、女生之间抑郁程度,没有显著差异;大三和大一学生、大三和大二学生之间,抑郁程度也没有显著差异;而大一和大二学生之间,抑郁程度却存在显著差异;性别对抑郁程度没有显著影响;高职大学生各年级,抑郁程度也没有显著影响。高职大学生男、女生在高职大学生人际关系方面,有非常显著的差异;大三和大一学生、大三和大二学生之间,高职大学生人际关系也存在非常显著差异;而大一和大二学生之间,高职大学生人际关系却没有显著差异;性别对高职大学生人际关系没有显著影响;而高职大学生各年级,对高职大学生人际关系却有显著影响。此外,高职大学生的性别与高职大学生情商水平高低、高职大学生心理适应性及高职大学生抑郁程度无显著相关;而与高职大学生情感稳定性和高职大学生人际关系水平有高度显著相关;高职大学生的年级与高职大学生情商水平高低、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度无显著相关;而仅与高职大学生人际关系水平有高度显著相关。
通过对高职大学生的情绪进行研究,笔者对高职大学生情绪智力中的高职大学生情商水平、高职大学生情感稳定性、高职大学生心理适应性、高职大学生抑郁程度以及高职大学生人际关系五个维度的总体情况,有了更进一步的了解。此外,在参考国内外相关理论研究的同时,笔者对自己以后的教育工作,也有了更明确的方向。笔者同时希望通过此篇论文研究,能为更多的高职教育工作者,而不仅是本人提供切实的帮助。
Nowadays, the higher vocational education plays the important role of the higher education. The higher vocational college students are the important members of the college students. But most of the Higher Vocational College Students always encounter much more psychological pressure than other comprehensive universities students.
This article aims at the emotional development study in the higher vocational college students, which carries out 5 dimensions of emotional intelligence on the main level, the emotional stability, psychological adaptation, the degree of depression, as well as interpersonal relationship. Based on the study of relative theories and scales, we take 580 students of the Sichuan Architectural Technical College in Deyang city as samples for a study and discuss the emotional problems of higher vocational college students. Firstly, the author comprehensively discussed the definition of the current emotion, pointing out the direction of the study, determined this research papers operational methods. Comprehensive understanding of the existing theory of the emotional development, the author analyzed the feasibility of the emotional development. Described and analyzed the several recognized theory of the existing research in the emotional development, the author proceeded to put forward personal views. In actual operation process, the author used on Dominate Your Emotion (by Ma Zhiguo ) test scales on the emotional level ,and the emotional stability to make the higher vocational college students' EQ and emotional investigation. Students in the emotional stability has been applied Emotional Management and Health of Mind (by Ye Suzhen and Zeng Zhenhua) scales of the emotional stability and interpersonal relationships and ability to test. Students on the emotional depression degree by David D.Burns in US Ten Days To Self-Esteem(10 days to improve your self-esteem)said "Depression Table of Burns " conducted surveys on depression tests. In the test selection, the author had taken actually study on the reliability and performance and the outcome differences, chose 580 students of the Sichuan Architectural Technical College in Deyang city as samples for carried out a questionnaire experiment.
After the survey recovery, the author used SPSS13.0 statistic software analysed the results of statistical data. According to the comprehensive data, the author made the descriptive statistics, and the author got the higher vocational college students age and sex distribution. Depending on the Crosstab ,Anova,Tests of Between Subjects effects, and Correlations analysis, the author dealt with the data related to the results. The research is showed that boys and girls of the higher vocational college students, there have not been significant difference about the higher vocational college students' EQ; there have not been significant difference between the higher vocational colleges' grades about the higher vocational college students' EQ; the higher vocational college students' sex and the higher vocational colleges' grades, there have been no significant difference about the higher vocational college students' EQ. On the emotional stability, boys and girls of the higher vocational college students, there have been remarkable impact; on the emotional stability, the higher vocational colleges grades, there have not been to noticeable impact; on the emotional stability, boys and girls of the higher vocational college students, there have been noticeable impact; on the emotional stability, the higher vocational colleges' grades have no significant difference. On the psychological adaptation, between the boys and girls of the higher vocational college students have not differed significantly; on the psychological adaptability, freshman and sophomore, freshman and junior, there have been no noticeable difference; but between the sophomore and junior, on the psychological adaptation, there have been significant difference; on the psychological adaptation, sex has had notable impact; on the psychological adaptation, the higher vocational college grades have not been significant influence. On the degree of depression among the higher vocational colleges' boys and girls have not differed significantly; on the degree of depression, junior and freshman, junior and sophomore also have not been significant difference; between the freshman and sophomore, on the degree of depression, there have been significant difference; Sex has not had the remarkable influence to the degree of depression; the higher vocational college' grades have not had remarkable influence to the degree of depression. On the interpersonal relationship, between the male and female students have had the very remarkable difference; on the interpersonal relationship, junior and freshman, junior and sophomore have had the very remarkable difference; but on the interpersonal relationship, freshman and sophomore have not actually had the remarkable difference; Sex has not had the remarkable influence to the interpersonal relationship; but the higher vocational colleges' grades have really had the remarkable influence to the interpersonal relationship. In addition, the higher vocational college students' sex with the level of EQ, psychological adaptation, and the degree of depression has not very remarkable related, but the higher vocational college students' sex with emotional stability and interpersonal relationship has higher obviously related. The higher vocational colleges' grades with the higher vocational college students' EQ, emotional stability, psychological adaptation, and the degree of depression have not remarkable related, but the higher vocational college grades with interpersonal relationship of the higher vocational college students' had highly obviously related.
Through the higher vocational college students' emotional intelligence quotient study, the author has further understanding overall situation of the higher vocational college students' EQ, emotional stability, the emotional stability, psychological adaptation, the degree of depression, as well as interpersonal relationship five fields. Reference to the theory study in China and abroad, the author determined my direction about my teaching. The author hopes this paper study will be able to put forward some suggestions for further emotional research of the higher vocational college students.
引文
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31 马志国.主宰你的情感.[M].北京:中国水利水电出版社.2006.6.(1):250-259
32 徐国柱.浅谈如何克服高职大学生学习中的抵触情绪.[J].林区教学.2007(、总118期)(1期):18-19
33 饶燕婷,张红霞,李晓铭.家庭环境与大学生抑郁和疏离感的关系.[J].心理发展与教育.2004(1):70-75
34 曾琳娜.某体育学院大学生焦虑情绪研究.[J].中国学校卫生.2003(12)(24卷)(6期):631
35 张泽武,吴赤蓬,刘国宁,范存欣,王惠苏.广州市医科大学生抑郁状况及影响因素分析.[J].中国学校卫生.2006(1)(27卷)(1期):51-52
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40 张大均.教育心理学.[M].北京.人民教育出版社,2004(2):41-71
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42 卢纹岱.SPSS for Windows统计分析.[M].北京:电子工业出版社,2006(6)(第3版):267-293
43 刘爱.SPSS基础教程.[M].上海:上海人民出版社,2007(1):193,200-293
44 郝艳芬,李振宏,李辉.Excel 2000统计与分析.[M].北京.人民邮电出版社,2006(8)(第1版): 288-300
45 罗应婷,杨钰娟.SPSS统计分析从基础到实践.[M].北京.电子工业出版社,2007(7)(第1版)101-200
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47 何克抗.当代教育路在何方(二).[J].电化教育研究.2006(11):18-20
48 郭本禹.心理学的新进展.[M].济南.山东教育出版社.2004(7)(第3版):244-284
49 王华桥.EQ训练教程-情感技巧与成功素质.[M].成都:西南交通大学出版社,1997年12月(1):249-276
50 夏征农 主编.辞海(缩印本).[M].上海.上海辞书出版社.2000(1)(第1版):842,1927,1931
51 李行健.现代汉语规范词典(缩印本).[M].北京.外语教学与研究出版社语文出版社.2005(7)(第1版):2324
52[美国]道格拉斯哈丁.左斌 赵菊译:消除生活压力的禅.[M].武汉.长江文艺出版社.2005年10月(1):106