师范学院大学生心理地位对其师生关系和同伴关系的影响

发布时间：2018-05-02 03:00

本文选题：心理地位 + 师生关系　；参考：《首都师范大学》2009年硕士论文

【摘要】： 目前,关于师生关系和同伴关系的研究多见于对中小学生的研究,对大学生的研究较少,专门针对师范类大学生就更少见了。并且这些研究大多把师生关系和同伴关系做为自变量,如研究它们对学校适应、社会适应等的影响。本研究基于伯恩的沟通分析理论,借鉴国内外相关研究,初步探讨心理地位对师范学院大学生师生关系和同伴关系的影响。本研究选取安徽省阜阳师范学院的大学生作为被试,采用问卷调查的方法,对大学生的心理地位,师生关系和同伴关系进行了研究。研究工具为《心理地位问卷》、《师生关系问卷》和《同伴关系问卷》。研究采用集体测试的方式,共发放问卷520份,回收有效问卷495份,有效回收率为95%。研究包括两个部分:研究一是问卷的修订,通过验证性因素分析和内部一致性系数分析,对三个量表的信效度进行考察,为后续研究提供有效测量工具。研究结果表明:经过修订的《心理地位问卷》、《师生关系问卷》和《同伴关系问卷》具有良好的结构效度和同质性信度。研究二是通过方差分析,探讨不同心理地位对师范类大学生师生关系和同伴关系的影响是否显著。研究结果表明:(1)师范学院大学生的心理地位的状况是:I-U-心理地位的人最多,占总数的34.7%;I+U+心理地位的人次之,占总数的28.4%;I-U+和I+U-心理地位的人相对较少,分别占总数的17.0%和18.9%。 (2)不同的心理地位者的师生关系和同伴关系是存在显著差异的; (3)我好你好的心理地位者比其它三种心理地位者更容易建立亲密、支持的师生关系和和谐、密切的同伴关系。并且对这些关系比较满意; (4)我不好你不好的心理地位者,由于其社会退缩性,不容易建立各种正向的师生关系和同伴关系,甚至也不会和老师、同伴发生冲突; (5)我好你不好心理地位者,由于对他人的不信任,无法建立亲密、支持的师生关系和和谐、密切的同伴关系; (6)我不好你好的心理地位者,由于对他人的信任,比起其它两种你不好的心理地位着来说,比较容易建立亲密、支持的师生关系和和谐、密切的同伴关系;
[Abstract]:At present, the research on teacher-student relationship and peer relationship is more common in primary and middle school students than in college students, especially for normal college students. And most of these studies regard teacher-student relationship and peer relationship as independent variables, such as their effects on school adaptation and social adaptation. Based on Bourne's theory of communication analysis, this study explores the influence of psychological status on teacher-student relationship and peer relationship in normal college students. In this study, the psychological status, teacher-student relationship and peer relationship of college students in Fuyang normal University of Anhui Province were investigated by questionnaire. The research tools were: psychological status questionnaire, teacher-student relationship questionnaire and peer relationship questionnaire. A total of 520 questionnaires were sent out, 495 valid questionnaires were collected, and the effective recovery rate was 95. The research includes two parts: the first is the revision of the questionnaire. Through the confirmatory factor analysis and the internal consistency coefficient analysis, the reliability and validity of the three scales are investigated to provide an effective measurement tool for the follow-up research. The results showed that the revised Psychological status questionnaire, Teacher-Student relationship questionnaire and Peer relationship questionnaire had good structural validity and homogeneity reliability. The second is to explore whether the influence of different psychological status on teacher-student relationship and peer relationship of normal college students is significant through ANOVA. The results show that the psychological status of normal college students is the most in the proportion of: I-U-psychological status, followed by 34.7% of the total students, and the proportion of 28.44-I-U and I-U psychological status is relatively small, accounting for 17.0% and 18.9% of the total, respectively. (2) there are significant differences in teacher-student relationship and peer relationship among the people with different psychological status; (3) I'm glad that people with good mental status are more likely to establish intimate, supportive teacher-student relationships and harmonious, close peer relationships than the other three. And satisfied with these relationships; 4) I am not good at your bad psychological status, because of its social withdrawal, it is not easy to establish a variety of positive teacher-student relations and peer relationships, and even do not have conflicts with teachers and peers; I do not have a good psychological status, because of the distrust of others, unable to establish intimate, supportive teacher-student relationship and harmony, close peer relations; (6) I am not a good mental person, because of the trust in others, compared with the other two of your bad psychological status, it is easier to establish intimate, supportive teacher-student relationship and harmonious, close peer relationship;
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2

【引证文献】