【摘要】：民族認(rèn)同對(duì)多民族國(guó)家具有重要意義,民族認(rèn)同的狀況既會(huì)對(duì)地區(qū)和國(guó)家穩(wěn)定產(chǎn)生影響,也會(huì)對(duì)個(gè)體的心理健康及人格發(fā)展等造成影響。從國(guó)家的穩(wěn)定、團(tuán)結(jié)看,主權(quán)國(guó)家中各個(gè)民族對(duì)共享的普遍文化的認(rèn)同和適宜的行為是國(guó)家統(tǒng)一和穩(wěn)定的基礎(chǔ)。在本文中,將探究藏族大學(xué)生民族認(rèn)同的總體情況,了解藏族大學(xué)生民族認(rèn)同與民族區(qū)分的關(guān)系,并考察性別、年級(jí)、家庭背景等變量對(duì)藏族大學(xué)生民族認(rèn)同的影響。 通過(guò)對(duì)西藏地區(qū)高校1159名藏族大學(xué)生民族認(rèn)同的問(wèn)卷調(diào)查,探討了西藏高校藏族大學(xué)生民族認(rèn)同的總體情況,并分析了人口學(xué)變量對(duì)民族認(rèn)同影響。結(jié)果顯示: (1)總體而言,西藏高校藏族大學(xué)生有較強(qiáng)的本民族認(rèn)同。本民族認(rèn)同中三個(gè)維度的得分均較高;西藏高校藏族大學(xué)在民族區(qū)分分量表上均分為4.314,得分大于3的占92.4%; (2)西藏高校藏族大學(xué)生民族認(rèn)同與民族區(qū)分都很高,占調(diào)查人數(shù)的87.7%; (3)從本民族認(rèn)同來(lái)看,性別變量、年級(jí)變量、母親職業(yè)背景、地區(qū)變量在行為維度上存在顯著差異;漢族朋友數(shù)量、漢族對(duì)藏族的接受程度變量存在差異,學(xué)校類型變量在認(rèn)知、情感維度上存在顯著差異,其余變量間均不存在差異; (4)從民族區(qū)分分量表上來(lái)看,父母職業(yè)背景、地區(qū)變量、漢族朋友數(shù)量、漢語(yǔ)流利程度、漢族對(duì)藏族的接受程度維度上存在顯著差異,其余變量間不存在差異。
[Abstract]:National identity is of great significance to a multi-ethnic country. The status of national identity will not only have an impact on regional and national stability, but also on the individual's mental health and personality development. From the point of view of national stability and unity, the identity and appropriate behavior of all nationalities in sovereign countries to share the universal culture is the basis of national unity and stability. In this paper, we will explore the general situation of ethnic identity of Tibetan college students, understand the relationship between ethnic identity and ethnic differentiation of Tibetan college students, and examine the influence of gender, grade, family background and other variables on the ethnic identity of Tibetan college students. Based on a questionnaire survey of ethnic identity of 1159 Tibetan college students in Tibetan universities in Tibet, the general situation of ethnic identity of Tibetan college students in Tibetan colleges and universities is discussed, and the influence of demographic variables on ethnic identity is analyzed. The results are as follows: (1) generally speaking, Tibetan college students in Tibet have strong ethnic identity. The scores of the three dimensions of the ethnic identity are all relatively high; Tibetan universities in Tibetan universities and colleges in Tibet are divided into 4.314 on the ethnic differentiation component tables, 92.44.The scores of which are more than 3; (2) the ethnic identity and ethnic distinction of Tibetan college students in Tibetan colleges and universities in Tibet are very high. (3) there were significant differences in the behavioral dimensions of gender variables, grade variables, mothers' occupational background and regional variables from the perspective of their ethnic identity; the number of friends of Han nationality, the number of friends of Han nationality, There are differences in the acceptance degree of the Han nationality to the Tibetan nationality, significant difference in the cognitive and emotional dimensions of the school type variables, and no differences among the other variables. (4) from the ethnic differentiation component table, the parents' occupational background, There were significant differences in the regional variables, the number of Han nationality friends, the fluency of Chinese and the acceptance of Tibetan nationality by Han nationality, but there were no differences among the other variables.
【學(xué)位授予單位】：西藏大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G755.5

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 孫保全;云南籍藏族大學(xué)生國(guó)族認(rèn)同研究[D];云南大學(xué);2013年

2 閆苗;云南藏區(qū)藏族的國(guó)家認(rèn)同研究[D];云南大學(xué);2013年

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本文編號(hào)：2148627