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目的考查高师生自我和谐现状,并进一步揭示高师生自我和谐与领悟社会支持之间的关系。方法采用自我和谐量表及领悟社会支持量表对223名高师生进行问卷调查。结果15.2%高师生表现出自我的不和谐。高师生自我灵活性得分显著高于常模分数。高师生在自我和谐总分及分量表得分不存在性别差异。理科学生的自我刻板性得分显著高于文科学生。领悟社会支持除与自我和谐呈显著负相关,并进入回归方程,解释变异的16.4%。结论高师生自我和谐水平没有降低,但其状况不容乐观,应加强高师生心理健康教育,特别要对女生、理科学生给予更多关注。领悟社会支持与自我和谐呈显著负相关,对自我和谐程度有一定的预测作用。
Aim To examine the status quo of self-harmony between teachers and students and to further reveal the relationship between self-consistency and perceived social support of teachers and students. Methods A questionnaire survey was conducted among 223 teachers and students using self-consistency scale and Perceived Social Support Scale. Results 15.2% of teachers and students showed self-disharmony. The scores of self-flexibility of teachers and students in normal university were significantly higher than those in normal mode. There is no gender difference between high marks of teachers and students in the self-consistency and subscales score. Science students’ self-stereotypical scores were significantly higher than liberal arts students. Comprehending social support was significantly and negatively related to self-harmony, and entered the regression equation, accounting for 16.4% of variance. Conclusion The level of self-harmony between teachers and students has not decreased, but its status is not optimistic. Psychological health education for teachers and students should be strengthened, especially for girls and science students. Comprehending the negative correlation between social support and self-harmony, and the degree of self-harmony has a certain predictive effect.