青少年人际交往自我效能感及其影响因素研究

发布时间：2018-05-14 09:32

本文选题：青少年 + 人际交往　；参考：《西南师范大学》2004年硕士论文

【摘要】：青少年人际交往自我效能感是青少年作为交往主体在不同的交往情境中，运用自身所具备的交往能力，采取遵循交往规则的交往策略，能达到的交往成效的自我评价，是青少年在人际交往过程中的个体内在心理机制。对青少年人际交往自我效能感及其影响因素的实证研究既是对自我效能感研究的发展又是对人际交往研究的深化，是对青少年人际交往的内在心理机制和成因的探索，也是为青少年的人际交往教育提供理论支持的现实要求。目前国内外对在青少年人际交往中自我效能感研究还很少见，本研究通过相关文献的分析和调查，探讨人际交往自我效能感心理结构及影响因素成分，根据青少年人际交往自我效能感心理结构编制“青少年人际交往自我效能感初始量表”，采用因素分析的方法得出青少年人际交往自我效能感心理结构实证模型，并根据该实证模型编制“青少年人际交往自我效能感量表”作为探讨青少年人际交往自我效能感发展特点的测量工具。同时，根据构建的青少年人际交往自我效能感影响因素成分编制了“青少年人际交往自我效能感影响因素问卷”，探讨青少年人际交往自我效能感成因。运用上述量表和问卷对1236名中学生的测量分析，结果表明： (1) 青少年人际交往自我效能感心理结构由2个维度7个因素组成。两个维度分别是交往能力维度和交往策略维度；7个因素分别是：主动性、坚持性、灵活沟通、尊重与坦诚、理解能力、自我能力、表达能力。 (2) 自编的“青少年人际交往自我效能感量表”具有可以接受的信、效度，可以作为测量青少年人际交往自我效能感的工具。 (3) 青少年人际交往自我效能感的发展存在性别差异，女生的人际交往自我效能感发展水平显著高于男生。 (4) 青少年人际交往自我效能感存在显著年级差异，在得分上表现为高三＞初三＞高二＞高一＞初二＞初一的变化趋势，随年级递增呈先上升后下降再上升趋势，其中初一年青少年人际交往自我效能感及其影响因素研究级为最低点，高三年级为最高点，青少年人际交往自我效能感随年级的升高而上升。 (5)青少年人际交往自我效能感总在学校类型上存在着显著的差异。在总体上表现出重点中学普通中学职业中学的发展特点。 (6)青少年人际交往自我效能感的各个影响因素中个体交往经历对人际交往自我效能感的影响最大。个体特征、家庭环境、学校环境和社会环境四个维度对青少年人际交往自我效能感影响作用显著，其对青少年人际交往自我效能感的影响有9条显著路径。其中个体特征、学校环境和社会环境三个维度的因素对青少年人际交往自我效能感产生直接影响，，个体特征维度对青少年人际交往自我效能感的直接作用最大，其次为学校环境、社会环境。家庭环境分别通过个体特征和学校环境对人际交往自我效能感产生间接影响，社会环境通过学校环境、个体特征对人际交往自我效能感产生间接影响，学校环境通过社会环境和个体特征对人际交往自我效能感产生间接影响。 (7)个人交往经历、交往情感体验、别人对自己交往能力的评价、外貌、家庭经济状况、特长、家庭教养方式、教师对学生交往的态度8个因素能够预测青少年人际交往自我效能感。 (8)基于领域相关自我效能感的研究思路构建的“人际交往自我效能感量表”比基于一般自我效能感研究思路改编的“人际交往一般自我效能感量表”对个人的交往经历，交往中的情感体验和人际关系的预测效度更高。
[Abstract]:The self efficacy of adolescent interpersonal communication is a kind of self evaluation which can be achieved by the communication strategies that follow the rules of communication, and the individual inner psychological mechanism in the process of interpersonal communication. The empirical research on the sense of self-efficacy and its influencing factors is not only the development of self-efficacy research but also the deepening of interpersonal communication research, the exploration of the inner psychological mechanism and causes of young people's interpersonal communication, as well as the practical requirements for providing theoretical support for young people's interpersonal communication education. The study of self-efficacy in intercourse is very rare. Through the analysis and investigation of relevant literature, this study explores the psychological structure and influencing factors of interpersonal self efficacy. According to the psychological structure of adolescent interpersonal self efficacy, the "initial scale of adolescent interpersonal self efficacy sense" is compiled and the factor analysis is adopted. The empirical model of the psychological structure of young people's interpersonal self efficacy is obtained. According to the empirical model, the "adolescent interpersonal self efficacy scale" is used as a measuring tool to explore the development characteristics of adolescent interpersonal self efficacy. The questionnaire about the factors affecting the sense of interpersonal self efficacy of young people was prepared, and the causes of the interpersonal self efficacy of young people were discussed. The results of the measurement and analysis of 1236 middle school students with the above scale and questionnaire showed that:
(1) the psychological structure of adolescent interpersonal self efficacy is composed of 2 dimensions and 7 factors. The two dimensions are the dimension of communicative competence and the dimension of communication strategy, respectively, the 7 factors are initiative, persistence, flexible communication, respect and honesty, understanding, self ability and expressive ability.
(2) the self-designed "adolescent interpersonal self efficacy scale" has acceptable reliability, validity, and can be used as a tool to measure the sense of self efficacy of teenage interpersonal communication.
(3) there are gender differences in the development of adolescents' interpersonal self-efficacy, and the development level of interpersonal self-efficacy of female students is significantly higher than that of boys.
(4) there is significant difference in the sense of self-efficacy of interpersonal communication among young people, and the trend of the score is the trend of high grade three > junior high, high one > first two > first one, and it rises first and then decreases with the increase of grade, of which the first year is in the first year.
A study on adolescents' interpersonal self-efficacy and its influencing factors
The grade is the lowest point, the third grade is the highest point, and the interpersonal self-efficacy of adolescents increases with the increase of grade.
(5) there are significant differences in adolescents' interpersonal self-efficacy in school type.
The development characteristics of secondary vocational schools in key middle schools.
(6) the influence factors of adolescents' interpersonal self-efficacy, personal communication experience and interpersonal self-efficacy.
The influence of sensation is the biggest. The four dimensions of individual characteristics, family environment, school environment and social environment affect interpersonal communication among adolescents.
The impact on self-efficacy is significant, and there are 9 significant paths to adolescents' interpersonal self-efficacy.
Among them, three dimensions of individual characteristics, school environment and social environment affect adolescents' interpersonal self-efficacy.
Direct influence, individual characteristic dimension has the greatest direct effect on adolescents' interpersonal self-efficacy, followed by school ring.
Environment, social environment and family environment are indirectly related to interpersonal self-efficacy through individual characteristics and school environment.
The social environment has indirect effects on interpersonal self-efficacy through school environment and individual characteristics.
Environment has indirect effects on interpersonal self-efficacy through social environment and individual characteristics.
(7) personal experience, emotional experience, evaluation of others' ability to communicate, appearance and family economy.
8 factors, such as state of affairs, specialty, family rearing style, and teachers' attitude towards student interaction, can predict youngsters' interpersonal interaction.
Self efficacy.
(8) interpersonal self efficacy scale based on the research thinking of domain related self-efficacy.
The general interpersonal self-efficacy scale, which is adapted from the general self-efficacy research, is an example of personal experience.
The predictive validity of interpersonal experience and interpersonal relationship is higher.

【学位授予单位】：西南师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：B844.2

【引证文献】