【摘要】： 本研究采用調查問卷的方法,以福建省四所高校共777名大學生為研究對象,以《大學生心理落差問卷》、《艾森克人格問卷簡式量表中國版》、《成就動機量表》為研究工具,調查、分析了大學生心理落差、人格和成就動機以及它們三者間的相互關系,初步構建了變量間的關系路徑圖。 研究結果表明: (1)問卷所測得的大學生心理落差得分高于平均水平,各維度上均處于中等偏上水平。大學生人格P(倔強性)和人格N(情緒穩(wěn)定性)得分高于全國大學生常模水平。大學生成就動機表現(xiàn)為:追求成功動機高于避免失敗動機。 (2)在性別、是否獨生子女、是否學生干部的人口學變量上,心理落差總分以及分維度均呈現(xiàn)出顯著差異;學習方面心理落差在年級上差異顯著。人格P(倔強性)和人格N(情緒穩(wěn)定性)在不同父母期望程度上存在顯著差異,人格P(倔強性)和人格E(內外向)在是否擔任學生干部上存在顯著差異。成就動機總分在性別上存在著顯著差異,在專業(yè)、是否擔任學生干部、不同父母期望程度的人口學變量上,追求成功動機均存在顯著差異。 (3)人格E(內外向)與成就動機總分以及追求成功的動機存在顯著的正相關;而與避免失敗的動機存在顯著的負相關;人格N(情緒穩(wěn)定性)與避免失敗的動機存在顯著的正相關,與成就動機總分存在顯著的負相關。 (4)人格N(情緒穩(wěn)定性)與大學生心理落差的總分及分維度存在顯著的正相關,對心理落差有正向預測作用;人格E(內外向)與心理落差總分有顯著的負相關,與除戀愛方面外的其他心理落差分維度上存在顯著的負相關。 (5)避免失敗動機與大學生心理落差總分及各維度均呈顯著正相關,且對心理落差起正向預測作用;成就動機與大學生心理落差總分及各維度均呈顯著負相關;追求成功動機與人際交往、戀愛方面以及自我評價上的心理落差呈正相關。 (6)人格N(情緒穩(wěn)定性)影響避免失敗動機,并作用于大學生心理落差,人格N(情緒穩(wěn)定性)又直接作用于大學生心理落差。
[Abstract]:In this study, a total of 777 college students from four universities in Fujian Province were investigated by using questionnaires, such as "Psychological drop questionnaire for College students", "Chinese version of Eysenck Personality questionnaire", "Achievement motivation scale" as a research tool. This paper analyzes the psychological gap, personality and achievement motivation of college students, and the relationship among them, and constructs the path map of the relationship among variables. The results show that: (1) the scores of psychological drop of college students measured by the questionnaire are higher than the average level, and all the dimensions are in the middle level. The scores of P (stubbornness) and N (emotional stability) of college students were higher than the national norm. The achievement motivation of college students is that the motivation of pursuing success is higher than that of avoiding failure. (2) in terms of gender, whether the only child is the only child, whether the student cadre is the demographic variable, There were significant differences in the total score and the subdimension of the psychological drop, and the difference in the grade was significant in the aspect of learning. Personality P (stubbornness) and personality N (emotional stability) had significant difference in different parents' expectation degree, personality P (stubbornness) and personality E (inward and outward) had significant difference in serving as student cadres. There were significant differences in the total score of achievement motivation in gender, in the demographic variables of major, student cadre, different degree of parental expectation, (3) there is a significant positive correlation between personality E (internal and external) and the total score of achievement motivation and motivation to pursue success, while there is a significant negative correlation with the motivation to avoid failure. Personality N (emotional stability) was positively correlated with motivation to avoid failure. (4) there was a significant positive correlation between personality N (emotional stability) and the total score and dimension of college students' psychological drop, which had a positive predictive effect on psychological drop; Personality E (inward and outward) was negatively correlated with the total score of psychological drop. There was a significant negative correlation between the score of psychological drop and other dimensions except love. (5) there was a significant positive correlation between the motivation of avoiding failure and the total score of psychological difference and each dimension of college students. The achievement motivation is negatively correlated with the total score and the dimensions of the psychological difference of college students, and the pursuit of success motivation and interpersonal communication. (6) Personality N (emotional stability) influenced the motivation to avoid failure, and acted on the psychological difference of college students. Personality N (emotional stability) directly affects the psychological gap of college students.
【學位授予單位】：福建師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：B844.2

【引證文獻】

相關碩士學位論文 前2條

1 施思;有意義學習理論在高中旅游地理教學中的應用[D];華中師范大學;2012年

2 魏葉瑩;大學生人格特質、自我覺察與未完成事件的狀況及其關系研究[D];福建師范大學;2012年

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本文編號：2144260