不同自我肯定策略对学业危机的影响研究
发布时间：2019-01-02 14:44
【摘要】：在个人的生活中,难免会遇到失败与挫折,而这些会对个人的积极形象具有威胁性,因而人们对这些信息会采取防御反应,但这不利于个人的成长。Steele发现自我肯定可以降低人们对这些威胁性信息的防御性反应。自我肯定就是通过肯定与威胁性信息的不同领域,来恢复个人的完整性,即个人的总体是好的,适应社会的形象。在自我肯定的实践应用中,一个重要领域是作为应对学业危机的影响的策略,即通过自我肯定来帮助个人在遇到学业挫折后能尽快恢复以前的信心。 自我肯定在应对学业危机方面,国内没有相关的研究。而在国外的研究中已经通过实验证明了自我肯定策略在被试有意识自主采用的情况下可以帮助个体从之前的挫折中恢复过来,而没有出现自我肯定的反效应。国内大学生是否也能把自我肯定作为应对学业危机的有意识采用的策略呢?而且中国人与西方人以独立我肯定倾向为主不同,中国人不但采用独立我肯定,还采取互依我肯定。因此中国人的这种特点在大学生用自我肯定作为应对学业危机又有什么影响?为了回答这些问题,本研究设计了两个实验进行研究。 在实验一中,把105名被试随机分到独立我标准组、独立我自主组、对照组、互依我标准组和互依我自主组五组中,在这五个组中,被试都首先阅读一篇小短文,然后进行价值排序,接着进行相应的自我肯定干预,最后完成两个难度不同的数学测验,其中数学测验二的成绩作为考察变量。结果发现独立我标准组、独立我自主组、互依我标准组、互依我自主组都显著高于对照组,但这四组之间的差异不显著。 实验二是为了研究被试在占主导的自我价值对自我肯定作为应对学业危机的效果的影响。在实验中,先让84名被试通过量表的形式测定两种自我价值的相对重要程度,然后被试进行与实验一相同的实验过程,只是在实验二中,被试都阅读有关自我肯定的文章,并自主选择自我肯定干预。在测验后按被试在两种自我价值的得分的差值,将被试分到独立我重要、混合和互依我重要三个组里,探究在这三个组中自我肯定策略的效果的差异。结果显示互依我策略显著好于独立我策略,并且不同的自我价值的被试使用自我肯定策略的效果不同。 两个实验最后得到以下结论：(1)自我肯定策略可以作为中国大学生自主选择的策略应用于应对学业危机的实践中；(2)互依我肯定策略可以广泛的成为中国大学生应对学业危机的自主策略；(3)独立我肯定策略可以有效应用于独立我价值占主导的个体应对学业危机。
[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.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B848
本文编号：2398628
[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.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B848
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