本文選題：心理地位 + 師生關(guān)系�。� 參考：《首都師范大學(xué)》2009年碩士論文

【摘要】： 目前,關(guān)于師生關(guān)系和同伴關(guān)系的研究多見(jiàn)于對(duì)中小學(xué)生的研究,對(duì)大學(xué)生的研究較少,專門(mén)針對(duì)師范類大學(xué)生就更少見(jiàn)了。并且這些研究大多把師生關(guān)系和同伴關(guān)系做為自變量,如研究它們對(duì)學(xué)校適應(yīng)、社會(huì)適應(yīng)等的影響。本研究基于伯恩的溝通分析理論,借鑒國(guó)內(nèi)外相關(guān)研究,初步探討心理地位對(duì)師范學(xué)院大學(xué)生師生關(guān)系和同伴關(guān)系的影響。 本研究選取安徽省阜陽(yáng)師范學(xué)院的大學(xué)生作為被試,采用問(wèn)卷調(diào)查的方法,對(duì)大學(xué)生的心理地位,師生關(guān)系和同伴關(guān)系進(jìn)行了研究。研究工具為《心理地位問(wèn)卷》、《師生關(guān)系問(wèn)卷》和《同伴關(guān)系問(wèn)卷》。研究采用集體測(cè)試的方式,共發(fā)放問(wèn)卷520份,回收有效問(wèn)卷495份,有效回收率為95%。 研究包括兩個(gè)部分:研究一是問(wèn)卷的修訂,通過(guò)驗(yàn)證性因素分析和內(nèi)部一致性系數(shù)分析,對(duì)三個(gè)量表的信效度進(jìn)行考察,為后續(xù)研究提供有效測(cè)量工具。研究結(jié)果表明:經(jīng)過(guò)修訂的《心理地位問(wèn)卷》、《師生關(guān)系問(wèn)卷》和《同伴關(guān)系問(wèn)卷》具有良好的結(jié)構(gòu)效度和同質(zhì)性信度。 研究二是通過(guò)方差分析,探討不同心理地位對(duì)師范類大學(xué)生師生關(guān)系和同伴關(guān)系的影響是否顯著。研究結(jié)果表明:(1)師范學(xué)院大學(xué)生的心理地位的狀況是:I-U-心理地位的人最多,占總數(shù)的34.7%;I+U+心理地位的人次之,占總數(shù)的28.4%;I-U+和I+U-心理地位的人相對(duì)較少,分別占總數(shù)的17.0%和18.9%。 (2)不同的心理地位者的師生關(guān)系和同伴關(guān)系是存在顯著差異的; (3)我好你好的心理地位者比其它三種心理地位者更容易建立親密、支持的師生關(guān)系和和諧、密切的同伴關(guān)系。并且對(duì)這些關(guān)系比較滿意; (4)我不好你不好的心理地位者,由于其社會(huì)退縮性,不容易建立各種正向的師生關(guān)系和同伴關(guān)系,甚至也不會(huì)和老師、同伴發(fā)生沖突; (5)我好你不好心理地位者,由于對(duì)他人的不信任,無(wú)法建立親密、支持的師生關(guān)系和和諧、密切的同伴關(guān)系; (6)我不好你好的心理地位者,由于對(duì)他人的信任,比起其它兩種你不好的心理地位著來(lái)說(shuō),比較容易建立親密、支持的師生關(guān)系和和諧、密切的同伴關(guān)系;
[Abstract]:At present, the research on teacher-student relationship and peer relationship is more common in primary and middle school students than in college students, especially for normal college students. And most of these studies regard teacher-student relationship and peer relationship as independent variables, such as their effects on school adaptation and social adaptation. Based on Bourne's theory of communication analysis, this study explores the influence of psychological status on teacher-student relationship and peer relationship in normal college students. In this study, the psychological status, teacher-student relationship and peer relationship of college students in Fuyang normal University of Anhui Province were investigated by questionnaire. The research tools were: psychological status questionnaire, teacher-student relationship questionnaire and peer relationship questionnaire. A total of 520 questionnaires were sent out, 495 valid questionnaires were collected, and the effective recovery rate was 95. The research includes two parts: the first is the revision of the questionnaire. Through the confirmatory factor analysis and the internal consistency coefficient analysis, the reliability and validity of the three scales are investigated to provide an effective measurement tool for the follow-up research. The results showed that the revised Psychological status questionnaire, Teacher-Student relationship questionnaire and Peer relationship questionnaire had good structural validity and homogeneity reliability. The second is to explore whether the influence of different psychological status on teacher-student relationship and peer relationship of normal college students is significant through ANOVA. The results show that the psychological status of normal college students is the most in the proportion of: I-U-psychological status, followed by 34.7% of the total students, and the proportion of 28.44-I-U and I-U psychological status is relatively small, accounting for 17.0% and 18.9% of the total, respectively. (2) there are significant differences in teacher-student relationship and peer relationship among the people with different psychological status; (3) I'm glad that people with good mental status are more likely to establish intimate, supportive teacher-student relationships and harmonious, close peer relationships than the other three. And satisfied with these relationships; 4) I am not good at your bad psychological status, because of its social withdrawal, it is not easy to establish a variety of positive teacher-student relations and peer relationships, and even do not have conflicts with teachers and peers; I do not have a good psychological status, because of the distrust of others, unable to establish intimate, supportive teacher-student relationship and harmony, close peer relations; (6) I am not a good mental person, because of the trust in others, compared with the other two of your bad psychological status, it is easier to establish intimate, supportive teacher-student relationship and harmonious, close peer relationship;
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 楊玲;曹莉莉;盧婧;安花花;;西北民族地區(qū)中學(xué)生心理地位與人際交往能力的關(guān)系研究[J];心理發(fā)展與教育;2012年04期

相關(guān)碩士學(xué)位論文 前4條

1 翁天英;大學(xué)生父母教養(yǎng)方式對(duì)應(yīng)對(duì)方式的影響[D];河南大學(xué);2011年

2 盧婧;多民族混合學(xué)校中學(xué)生的心理地位、人際交往能力對(duì)社會(huì)適應(yīng)性的影響[D];西北師范大學(xué);2011年

3 段琪;交互分析理論視角下大學(xué)生人際交往影響因素及提升策略[D];天津大學(xué);2011年

4 汪昌權(quán);教師權(quán)力策略研究[D];南昌大學(xué);2011年

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本文編號(hào)：1832097