發(fā)布時(shí)間：2019-01-02 14:44

【摘要】：在個(gè)人的生活中,難免會(huì)遇到失敗與挫折,而這些會(huì)對(duì)個(gè)人的積極形象具有威脅性,因而人們對(duì)這些信息會(huì)采取防御反應(yīng),但這不利于個(gè)人的成長(zhǎng)。Steele發(fā)現(xiàn)自我肯定可以降低人們對(duì)這些威脅性信息的防御性反應(yīng)。自我肯定就是通過(guò)肯定與威脅性信息的不同領(lǐng)域,來(lái)恢復(fù)個(gè)人的完整性,即個(gè)人的總體是好的,適應(yīng)社會(huì)的形象。在自我肯定的實(shí)踐應(yīng)用中,一個(gè)重要領(lǐng)域是作為應(yīng)對(duì)學(xué)業(yè)危機(jī)的影響的策略,即通過(guò)自我肯定來(lái)幫助個(gè)人在遇到學(xué)業(yè)挫折后能盡快恢復(fù)以前的信心。 自我肯定在應(yīng)對(duì)學(xué)業(yè)危機(jī)方面,國(guó)內(nèi)沒(méi)有相關(guān)的研究。而在國(guó)外的研究中已經(jīng)通過(guò)實(shí)驗(yàn)證明了自我肯定策略在被試有意識(shí)自主采用的情況下可以幫助個(gè)體從之前的挫折中恢復(fù)過(guò)來(lái),而沒(méi)有出現(xiàn)自我肯定的反效應(yīng)。國(guó)內(nèi)大學(xué)生是否也能把自我肯定作為應(yīng)對(duì)學(xué)業(yè)危機(jī)的有意識(shí)采用的策略呢?而且中國(guó)人與西方人以獨(dú)立我肯定傾向?yàn)橹鞑煌?中國(guó)人不但采用獨(dú)立我肯定,還采取互依我肯定。因此中國(guó)人的這種特點(diǎn)在大學(xué)生用自我肯定作為應(yīng)對(duì)學(xué)業(yè)危機(jī)又有什么影響?為了回答這些問(wèn)題,本研究設(shè)計(jì)了兩個(gè)實(shí)驗(yàn)進(jìn)行研究。 在實(shí)驗(yàn)一中,把105名被試隨機(jī)分到獨(dú)立我標(biāo)準(zhǔn)組、獨(dú)立我自主組、對(duì)照組、互依我標(biāo)準(zhǔn)組和互依我自主組五組中,在這五個(gè)組中,被試都首先閱讀一篇小短文,然后進(jìn)行價(jià)值排序,接著進(jìn)行相應(yīng)的自我肯定干預(yù),最后完成兩個(gè)難度不同的數(shù)學(xué)測(cè)驗(yàn),其中數(shù)學(xué)測(cè)驗(yàn)二的成績(jī)作為考察變量。結(jié)果發(fā)現(xiàn)獨(dú)立我標(biāo)準(zhǔn)組、獨(dú)立我自主組、互依我標(biāo)準(zhǔn)組、互依我自主組都顯著高于對(duì)照組,但這四組之間的差異不顯著。 實(shí)驗(yàn)二是為了研究被試在占主導(dǎo)的自我價(jià)值對(duì)自我肯定作為應(yīng)對(duì)學(xué)業(yè)危機(jī)的效果的影響。在實(shí)驗(yàn)中,先讓84名被試通過(guò)量表的形式測(cè)定兩種自我價(jià)值的相對(duì)重要程度,然后被試進(jìn)行與實(shí)驗(yàn)一相同的實(shí)驗(yàn)過(guò)程,只是在實(shí)驗(yàn)二中,被試都閱讀有關(guān)自我肯定的文章,并自主選擇自我肯定干預(yù)。在測(cè)驗(yàn)后按被試在兩種自我價(jià)值的得分的差值,將被試分到獨(dú)立我重要、混合和互依我重要三個(gè)組里,探究在這三個(gè)組中自我肯定策略的效果的差異。結(jié)果顯示互依我策略顯著好于獨(dú)立我策略,并且不同的自我價(jià)值的被試使用自我肯定策略的效果不同。 兩個(gè)實(shí)驗(yàn)最后得到以下結(jié)論：(1)自我肯定策略可以作為中國(guó)大學(xué)生自主選擇的策略應(yīng)用于應(yīng)對(duì)學(xué)業(yè)危機(jī)的實(shí)踐中；(2)互依我肯定策略可以廣泛的成為中國(guó)大學(xué)生應(yīng)對(duì)學(xué)業(yè)危機(jī)的自主策略；(3)獨(dú)立我肯定策略可以有效應(yīng)用于獨(dú)立我價(jià)值占主導(dǎo)的個(gè)體應(yīng)對(duì)學(xué)業(yè)危機(jī)。
[Abstract]:In one's life, failure and frustration are inevitable, which can be threatening to the positive image of the individual, so people will take a defensive response to the information. But this is not good for personal growth. Steele found that self-identity can certainly reduce people's defensive response to these threatening messages. Self-affirmation is to restore the integrity of the individual through affirmation and threatening information in different fields, that is, the overall individual is good, adapt to the image of the society. In the practical application of self-affirmation, an important field is a strategy to deal with the impact of academic crisis, that is, self-affirmation can help individuals recover their previous confidence as soon as possible after meeting academic setbacks. Self-affirmation in coping with academic crisis, there is no relevant domestic research. In foreign studies, it has been proved that self-affirmation strategy can help individuals recover from previous setbacks without self-affirmation counter-effect. Can domestic college students also take self-affirmation as a conscious strategy to deal with the academic crisis? Moreover, Chinese people and Westerners tend to be independent mainly. Chinese people not only adopt independence I affirm, but also adopt mutual dependence on me affirmation. Therefore, what is the effect of this characteristic of Chinese students in coping with academic crisis with self-affirmation? In order to answer these questions, two experiments were designed. In experiment one, 105 subjects were randomly assigned to the independent self standard group, the independent self independent group, the control group, the mutual dependence standard group and the mutual dependent self group. In these five groups, the subjects first read a short essay. Then it carries on the value ranking, then carries on the corresponding self-affirmative intervention, finally completes two different difficulty mathematics tests, in which the mathematics test 2 result is taken as the investigation variable. The results showed that the differences among the four groups were significantly higher than those in the control group, the independent self group, the mutual dependence group and the control group, but there was no significant difference among the four groups. The second experiment is to study the effect of the dominant self-value on self-affirmation as a response to academic crisis. In the experiment, 84 subjects were asked to measure the relative importance of the two kinds of self-worth in the form of a scale, and then the subjects conducted the same experimental process as experiment one. Only in experiment two, the subjects read articles about self-affirmation. And independent choice of self-affirmative intervention. After the test, according to the difference between the two self-worth scores, the subjects were divided into three groups: independent important, mixed and interdependent, to explore the differences in the effect of self-affirmation strategy in these three groups. The results showed that the strategy of mutual dependence was better than the strategy of independent self, and the effect of self-affirmation was different among the subjects with different self-worth. Finally, the two experiments draw the following conclusions: (1) Self-affirmation strategy can be applied to the practice of coping with academic crisis as a self-choice strategy for Chinese college students; (2) Mutual dependence and affirmation strategy can be widely used as an independent strategy for Chinese college students to deal with academic crisis; (3) Independent I affirmation strategy can be effectively applied to individuals with independent ego value dominating in coping with academic crisis.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B848

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本文編號(hào)：2398628