云南少数民族大学生学校适应问卷的编制及相关问题研究
摘要
本研究在文献综述、个别访谈和开放式问卷调查的基础上提出了关于云南地区少数民族大学生(以下统一简称:大学生)学校适应的理论构想,据此自行编制了少数民族大学生学校适应的问卷,经统计修订后形成正式问卷,通过对689名少数民族在校大学生进行测量的结果进行了分析,结果表明:
(1)本研究编制的少数民族大学生学校适应问卷具有良好的信度和效度,采用因素分析地方法可将少数民族大学生学校适应适应分为3个纬度:主流文化适应、民族文化适应、学习适应。与理论构想基本拟合。同时,验证性因素分析各项指标均符合统计学要求。
(2)研究表明,云南地区少数民族大学生学校适应总体水平有差异。主流文化适应＞民族文化适应＞学校适应＞学习适应。同时存在显著的年级差异、性别差异,但不存在生源差异。
(3)在性别特点上,少数民族大学生在主流文化适应,民族文化适应因子上有差异,在学习适应、学校适应、学校适应总分上没有差异。女生在主流文化适应、民族文化适应上显著好于男生。
(4)在年级特点上,不同年级的少数民族大学生在主流文化适应、民族文化适应、学校适应、学校适应总分上有差异。
在学习适应因子上,学生的适应情况为:大三＞大四＞大二＞大一;在主流文化适应因子上,大四＞大三＞大二＞大一;在民族文化适应因子上,大三＞大二＞大四＞大一;在学校适应因子上,大三＞大四＞大二＞大一;在学校适应总分上,大三＞大四＞大二＞大一。
The research based on literature summary, individual interview and open style questionnaire survey to state the theory concept about the minority university students adaptation to school of Yunnan area, hereby it designed self-actuatedly qusetionnaire of adaptation to literature and mentality of the minority undergraduate, and formed regular qusetionnaire by emending.
Though analysis for survey results of 689 minority university students, It showed that:
(1) The questionnaire of the minority university students adapt to school has a good reliability and validity. The adaption to school of the minority university students can be divided into three latitude adopting methods of factor analysis . They are mainstream culture adaption, national culture adaption, study adaption. It accorded with theroy concept basically. At the same time, confirmatory factor analysis were in line with requirement of the statistics.
(2) The research shows that has difference on the general level of the minority university students adaptation to school of Yunnan area. mainstream culture adaption>national culture adaption> school adaption>study adaption. At the same time there was a significant difference in grade and in sex, but there is no difference between the student source.
(3) In sex characteristics, minority students have difference in the mainstream of cultural adaptation and the national culture adaptation; in the study adaptation and the school adaptation have not difference in total scores. Female students were better than boys significantly in the mainstream culture adaptation and the national culture adaptation.
(4) In grade characteristics, minority students of different grades have difference in the mainstream cultural adaptation , national culture adaptation, school adaption, study adaption on the total score.
In factor of study adaption, the situationof students adaption was Junior>Senior>Sophomore>Freshman; In factor of mainstream cultural adaptation, Senior > Junior >Sophomore>Freshman; In factor of national culture adaptation, Junior > Sophomore > Senior >Freshman; In factor of school adaption, Junior>Senior>Sophomore>Freshman; In study adaption on the total score, Junior>Senior>Sophomore>Freshman.
(1)本研究编制的少数民族大学生学校适应问卷具有良好的信度和效度,采用因素分析地方法可将少数民族大学生学校适应适应分为3个纬度:主流文化适应、民族文化适应、学习适应。与理论构想基本拟合。同时,验证性因素分析各项指标均符合统计学要求。
(2)研究表明,云南地区少数民族大学生学校适应总体水平有差异。主流文化适应＞民族文化适应＞学校适应＞学习适应。同时存在显著的年级差异、性别差异,但不存在生源差异。
(3)在性别特点上,少数民族大学生在主流文化适应,民族文化适应因子上有差异,在学习适应、学校适应、学校适应总分上没有差异。女生在主流文化适应、民族文化适应上显著好于男生。
(4)在年级特点上,不同年级的少数民族大学生在主流文化适应、民族文化适应、学校适应、学校适应总分上有差异。
在学习适应因子上,学生的适应情况为:大三＞大四＞大二＞大一;在主流文化适应因子上,大四＞大三＞大二＞大一;在民族文化适应因子上,大三＞大二＞大四＞大一;在学校适应因子上,大三＞大四＞大二＞大一;在学校适应总分上,大三＞大四＞大二＞大一。
The research based on literature summary, individual interview and open style questionnaire survey to state the theory concept about the minority university students adaptation to school of Yunnan area, hereby it designed self-actuatedly qusetionnaire of adaptation to literature and mentality of the minority undergraduate, and formed regular qusetionnaire by emending.
Though analysis for survey results of 689 minority university students, It showed that:
(1) The questionnaire of the minority university students adapt to school has a good reliability and validity. The adaption to school of the minority university students can be divided into three latitude adopting methods of factor analysis . They are mainstream culture adaption, national culture adaption, study adaption. It accorded with theroy concept basically. At the same time, confirmatory factor analysis were in line with requirement of the statistics.
(2) The research shows that has difference on the general level of the minority university students adaptation to school of Yunnan area. mainstream culture adaption>national culture adaption> school adaption>study adaption. At the same time there was a significant difference in grade and in sex, but there is no difference between the student source.
(3) In sex characteristics, minority students have difference in the mainstream of cultural adaptation and the national culture adaptation; in the study adaptation and the school adaptation have not difference in total scores. Female students were better than boys significantly in the mainstream culture adaptation and the national culture adaptation.
(4) In grade characteristics, minority students of different grades have difference in the mainstream cultural adaptation , national culture adaptation, school adaption, study adaption on the total score.
In factor of study adaption, the situationof students adaption was Junior>Senior>Sophomore>Freshman; In factor of mainstream cultural adaptation, Senior > Junior >Sophomore>Freshman; In factor of national culture adaptation, Junior > Sophomore > Senior >Freshman; In factor of school adaption, Junior>Senior>Sophomore>Freshman; In study adaption on the total score, Junior>Senior>Sophomore>Freshman.
引文
张庆林,史慧颖(2007).西南地区少数民族大学生民族认同内隐维度的调查,西南大学学报(人文社会科学版),1(33)
唐文清(2007).大学生专业适应性量表编制及其应用,硕士论文,重庆:西南大学心理学院(导师:张进辅)
曾维希,张进辅(2007).少数民族大学生在异域文化下的心理适应,西南大学学报(人文社会科学版),33(2)
周鹏生(2007).民族院校大学生人际关系相关心理因素的调查研究,中国健康心理学杂志2(15)
冯廷勇,李红(2006).大学生学习适应量表的编制,心理学报,38(5):762-769
张拴云(2006).少数民族大学新生学习适应问题及对策研究,硕士论文,重庆:西南大学教学学院(导师:唐智松)
金学官(2002).中国少数民族大学生文化适应的人类学研究,博士论文,中央民族大学民族学系(导师:黄有福)
黄朝宾(2004).民族院校少数民族学生与汉族学生学习心理差异及教育策略探索,贵州民族研究,(02)
陈君(2004).大学新生学校适应、社会支持及其关系的调查研究[C],华中师范大学基础心理学硕士学位论文
傅茂笋,寇增强(2004).大学生适应量表的初步编制[J],中国心理卫生杂志,18(9).
赵波(2002).论大学生生活适应问题及对策[J].南京邮电学院学报,,4(2).
卢谢峰(2003).大学生适应性量表的编制与标准化[C].华中师范大学基础心理学硕士学位论文
李辉,朱丽芬,李梅(2006).大学生学校适应性研究综述,云南师范大学学报(哲学社会科学版)38(2)
李怀宇(2006).少数民族学生在学校教育中的文化适应_基于教育人类学的认识,贵州民族研究,4
方晓义,沃建中,蔺秀云(2005).《中国大学生适应量表》的编制,心理与行为研究,3(2):95-101
陈君(2006).大学新生学校适应自评量表的编制及信度和效度检验,咸宁院学报,2(26)
常永才(2004).影响少数民族大学生心理适应的生活事件-对北京高校的调查研究,民族教育研究,2
李红(2003),少数民族贫困学生的现状研究和对策-以西南民族大学为例,西南民族大学学报人文社科版,8
Cabassa L J(2003).Measuring acculturation:where we are and where we need to go.Hispanic Journal of Behavioral Sciences,25(2):127-146.
Salant T,Lauderdale D S(2003).Measuring culture:a critical review of acculturation and health in Asian immigrant populations.Social Science & Medicine,57:71-90.
David Graever(2001),Toward an anthropological theory of value,Palgrave
TimothyDW(2000),SammelL.AModelofDualAttitudes[J].PsychologyReview,107(1):101-126.
Altschuler,Glenn C(2000).Adaptation to College Life in an Era of Heightened Stress.New York Times,Vol 149,Issue 51472,Section 4A,12-13.
Huebner,Ruth A;Emery,Lynnda-J;Shordike,Anne(2002).The Adolescent Role Assessment:Psychometric properties and theoretical usefulness.American Journal of Occupational Therapy,US:American Occupational Therapy Assn,Mar-Apr,Vol 56(2):202-209
Van Oudenhoven,Jan Pieter,Van der Zee,Karenl;Van K ooten,Mariska(2001).Successful adaptation strategies according expatriates.International Journal of International Relations,US:Elsever Science,Oct;Vol 25(5):467-482.
Steve A B(2002).Acculturation,psychological adjustment,stress,depression,self2esteem and the academic achievement of Jamaican immigrant collage students[J].International SocialWork,45(4):447-465.
Wenz GM,Siperstein GN(1998).Students with learning problems at risk in middle school:Stress,social support and adjust-merit.Exceptional Children,,65(1):91-100
Phinney,J.S.(1990)Ethnic identity in adolescents and adults:Review of Research[J].Psychology Bulletin,,108(3):499-514.
Carla J,Reginald J(1998).Racial identity,African self-conscious-ness,and career decision making in African American collegewomen[J].Journal of Multicultural Counseling and Development,,26(1):28-36.
Oberg,K,(1960):Cultural shock;Adjustment to new culture environments,Practical Anthropology,(3).
Young Yun Kim(1980),Intercultural Adaptation in Handbook of International and Intercultural Communication,Molefi Kete Asanle & William B.Gudykunst,eds,.Beverly Hills,CA,USA:Sage.
Frow John(1995).Cultural Studies&Cultural Value Oxford University Press
唐文清(2007).大学生专业适应性量表编制及其应用,硕士论文,重庆:西南大学心理学院(导师:张进辅)
曾维希,张进辅(2007).少数民族大学生在异域文化下的心理适应,西南大学学报(人文社会科学版),33(2)
周鹏生(2007).民族院校大学生人际关系相关心理因素的调查研究,中国健康心理学杂志2(15)
冯廷勇,李红(2006).大学生学习适应量表的编制,心理学报,38(5):762-769
张拴云(2006).少数民族大学新生学习适应问题及对策研究,硕士论文,重庆:西南大学教学学院(导师:唐智松)
金学官(2002).中国少数民族大学生文化适应的人类学研究,博士论文,中央民族大学民族学系(导师:黄有福)
黄朝宾(2004).民族院校少数民族学生与汉族学生学习心理差异及教育策略探索,贵州民族研究,(02)
陈君(2004).大学新生学校适应、社会支持及其关系的调查研究[C],华中师范大学基础心理学硕士学位论文
傅茂笋,寇增强(2004).大学生适应量表的初步编制[J],中国心理卫生杂志,18(9).
赵波(2002).论大学生生活适应问题及对策[J].南京邮电学院学报,,4(2).
卢谢峰(2003).大学生适应性量表的编制与标准化[C].华中师范大学基础心理学硕士学位论文
李辉,朱丽芬,李梅(2006).大学生学校适应性研究综述,云南师范大学学报(哲学社会科学版)38(2)
李怀宇(2006).少数民族学生在学校教育中的文化适应_基于教育人类学的认识,贵州民族研究,4
方晓义,沃建中,蔺秀云(2005).《中国大学生适应量表》的编制,心理与行为研究,3(2):95-101
陈君(2006).大学新生学校适应自评量表的编制及信度和效度检验,咸宁院学报,2(26)
常永才(2004).影响少数民族大学生心理适应的生活事件-对北京高校的调查研究,民族教育研究,2
李红(2003),少数民族贫困学生的现状研究和对策-以西南民族大学为例,西南民族大学学报人文社科版,8
Cabassa L J(2003).Measuring acculturation:where we are and where we need to go.Hispanic Journal of Behavioral Sciences,25(2):127-146.
Salant T,Lauderdale D S(2003).Measuring culture:a critical review of acculturation and health in Asian immigrant populations.Social Science & Medicine,57:71-90.
David Graever(2001),Toward an anthropological theory of value,Palgrave
TimothyDW(2000),SammelL.AModelofDualAttitudes[J].PsychologyReview,107(1):101-126.
Altschuler,Glenn C(2000).Adaptation to College Life in an Era of Heightened Stress.New York Times,Vol 149,Issue 51472,Section 4A,12-13.
Huebner,Ruth A;Emery,Lynnda-J;Shordike,Anne(2002).The Adolescent Role Assessment:Psychometric properties and theoretical usefulness.American Journal of Occupational Therapy,US:American Occupational Therapy Assn,Mar-Apr,Vol 56(2):202-209
Van Oudenhoven,Jan Pieter,Van der Zee,Karenl;Van K ooten,Mariska(2001).Successful adaptation strategies according expatriates.International Journal of International Relations,US:Elsever Science,Oct;Vol 25(5):467-482.
Steve A B(2002).Acculturation,psychological adjustment,stress,depression,self2esteem and the academic achievement of Jamaican immigrant collage students[J].International SocialWork,45(4):447-465.
Wenz GM,Siperstein GN(1998).Students with learning problems at risk in middle school:Stress,social support and adjust-merit.Exceptional Children,,65(1):91-100
Phinney,J.S.(1990)Ethnic identity in adolescents and adults:Review of Research[J].Psychology Bulletin,,108(3):499-514.
Carla J,Reginald J(1998).Racial identity,African self-conscious-ness,and career decision making in African American collegewomen[J].Journal of Multicultural Counseling and Development,,26(1):28-36.
Oberg,K,(1960):Cultural shock;Adjustment to new culture environments,Practical Anthropology,(3).
Young Yun Kim(1980),Intercultural Adaptation in Handbook of International and Intercultural Communication,Molefi Kete Asanle & William B.Gudykunst,eds,.Beverly Hills,CA,USA:Sage.
Frow John(1995).Cultural Studies&Cultural Value Oxford University Press