本文選題：謙虛 + 問卷編制��； 參考：《南京師范大學(xué)》2011年碩士論文

【摘要】：在中國(guó)傳統(tǒng)文化里,謙虛一直被認(rèn)為是一種傳統(tǒng)美德。隨著中國(guó)的改革開放,大學(xué)生受到西方的意識(shí)形態(tài)、價(jià)值觀、人生觀以及為人處世方式的影響。不少大學(xué)生對(duì)我國(guó)傳統(tǒng)文化中優(yōu)秀的思想出現(xiàn)懷疑、厭煩、擯棄等現(xiàn)象。對(duì)大學(xué)生而言,對(duì)待謙虛的態(tài)度已經(jīng)出現(xiàn)歪曲理解。大學(xué)生認(rèn)為謙虛會(huì)失去機(jī)會(huì),會(huì)埋沒自己的才能等等。因此研究謙虛具有重要的理論價(jià)值和現(xiàn)實(shí)意義。 以往的研究?jī)H注重謙虛的某一個(gè)方面,沒有對(duì)謙虛的維度做合理的劃分,謙虛的測(cè)量工具很少,本研究就是以建構(gòu)謙虛理論和編制謙虛問卷為主要研究?jī)?nèi)容。 在進(jìn)行本研究之初,我們查閱了大量的古今關(guān)于謙虛研究的資料,對(duì)謙虛思想進(jìn)行梳理和總結(jié),在此基礎(chǔ)上,我們將謙虛劃分為四個(gè)維度,即謙虛認(rèn)知、謙虛情緒、謙虛動(dòng)機(jī)、謙虛行為。編制了謙虛初測(cè)問卷,運(yùn)用初測(cè)問卷調(diào)查了103名大學(xué)生,然后經(jīng)過項(xiàng)目分析和探索性因素分析,形成再次試測(cè)問卷；用再次試測(cè)問卷調(diào)查了165名大學(xué)生,然后再進(jìn)行項(xiàng)目分析和探索性因素分析,最終形成正式問卷；正式問卷包括謙虛認(rèn)知、謙虛情緒、謙虛動(dòng)機(jī)、謙虛行為四個(gè)維度,每個(gè)維度各包括5個(gè)項(xiàng)目,總共20個(gè)項(xiàng)目。 運(yùn)用正式問卷調(diào)查了安徽三所高校大學(xué)生共600名。然后進(jìn)行統(tǒng)計(jì)分析,問卷內(nèi)部一致性克倫巴赫α系數(shù)為0.808,分半信度系數(shù)為0.714,表明問卷的穩(wěn)定可靠；相關(guān)矩陣和驗(yàn)證性因素分析表明問卷的結(jié)構(gòu)符合量表編制的基本要求,表明本問卷具有良好的效度。 對(duì)大學(xué)生謙虛心理的特點(diǎn)進(jìn)行分析,本調(diào)查表明,大學(xué)生在謙虛認(rèn)知和謙虛行為兩個(gè)維度上存在獨(dú)生子女與非獨(dú)生子女差異；在謙虛動(dòng)機(jī)維度上存在城鄉(xiāng)差異。其它維度和總分均不存在差異,所有維度和總分不存在性別、年級(jí)差異。在討論中結(jié)合以往研究和心理學(xué)理論對(duì)這些差異做了分析。 本研究得到如下結(jié)論： (1)謙虛是一個(gè)多層次、多維度的心理結(jié)構(gòu)。研究結(jié)果與大學(xué)生謙虛心理理論的構(gòu)想是一致的,大學(xué)生謙虛心理可以分為謙虛認(rèn)知、謙虛情緒、謙虛動(dòng)機(jī)、謙虛行為四個(gè)維度。 (2)大學(xué)生謙虛問卷具有良好的信效度,可以作為測(cè)量謙虛心理的適宜工具。 (3)大學(xué)生謙虛的特征主要表現(xiàn)在,謙虛認(rèn)知和謙虛行為兩個(gè)維度上存在獨(dú)生子女與非獨(dú)生子女差異；在謙虛動(dòng)機(jī)維度上存在城鄉(xiāng)差異。其它維度和總分均不存在差異,所以維度和總分不存在性別、年級(jí)差異性。
[Abstract]:In Chinese traditional culture, modesty has always been regarded as a kind of traditional virtue. With the reform and opening up of China, college students are influenced by Western ideology, values, outlook on life and the way of human life. Many college students are doubting, weary, and abandoning the excellent ideas of Chinese traditional culture. The attitude of modesty has been distorted. College students believe that modesty will lose the opportunity, and it will bury its talents. Therefore, it is of great theoretical and practical significance to study modesty.
The previous research only pays attention to a certain aspect of modesty, does not make a reasonable division of the modest dimension, and the modest measurement tools are very few. This study is mainly based on the construction of modesty theory and the compilation of modesty questionnaire.
At the beginning of this study, we consulted a large number of ancient and modern information about modesty and summarized the modesty thought. On this basis, we divided modesty into four dimensions, namely, modesty, modesty, modesty, modesty, modesty. We compiled a modest survey questionnaire and investigated 103 college students by the initial survey questionnaire. Then after the project analysis and exploratory factor analysis, a re test questionnaire was formed, and 165 college students were investigated by the re test questionnaire, then the project analysis and exploratory factor analysis were carried out, and the formal questionnaire was finally formed. The formal questionnaire includes four dimensions of modesty, modesty, modesty and modesty, each dimension It includes 5 projects, with a total of 20 projects.
A total of 600 college students in three colleges and universities in Anhui were investigated with a formal questionnaire, and the statistical analysis was carried out. The internal consistency Karen Bach alpha coefficient was 0.808 and the partial half reliability coefficient was 0.714, indicating that the questionnaire was stable and reliable. The correlation matrix and the confirmatory factor analysis showed that the structure of the questionnaire accords with the basic requirements of the scale compilation. The volume has good validity.
The characteristics of College Students' modesty psychology are analyzed. The survey shows that there are differences between the only children and the non only children in the two dimensions of modesty and modesty; there are differences in urban and rural areas in the dimension of modesty motivation. There is no difference between the other dimensions and the total score, and there is no gender and grade difference in the dimensions and total scores. These differences are analyzed in combination with previous studies and psychological theories.
The results of this study are as follows:
(1) modesty is a multi-level, multi-dimensional psychological structure. The results of the study are in accordance with the conception of the college students' modesty theory. The college students' modesty can be divided into four dimensions: modesty cognition, modesty, modesty and modesty.
(2) the modesty questionnaire of college students has good reliability and validity, and can be used as an appropriate tool for measuring modesty psychology.
(3) the characteristics of the modesty of college students are mainly manifested in the difference between the only child and the non only child on the two dimensions of modesty and modesty; there are differences in urban and rural areas in the dimension of modesty motivation. There is no difference between the other dimensions and the total scores, so there is no difference in dimension and total score and grade difference.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：B844.2

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本文編號(hào)：1944789