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目的了解大学生的学校适应状况及其与心理分离的关系。方法采用大学生学校适应量表和心理分离量表对800名大学生实施测量。结果①大学生学校适应不存在显著的性别和年级差异,在环境适应(t=-3.578)与学习适应(t=-2.281)上女生明显好于男生;大一学生的环境总体认同水平显著高于大二学生(F=3.829,P<0.05),大三学生的职业选择适应水平显著高于大一学生(F=6.537,P<0.01);②大学生心理分离与学校适应相关显著。大学生学校适应与父母态度独立、情感独立有显著负相关;与父母的冲突独立有显著正相关;③在控制了人口统计学变量后,心理分离对学校适应有显著预测作用(ΔR2=9%)。结论心理分离是影响大学生学校适应的一个影响因素,但不是特别重要的因素。
Objective To understand the undergraduates’ adaptability to school and its relationship with psychological separation. Methods A total of 800 undergraduates were enrolled in this study. Results ① There was no significant gender and grade difference among college students in school adaptation. Female students were significantly better than male students in environmental adaptation (t = -3.578) and learning adaptation (t = -2.281). Overall environmental acceptance of freshmen was significantly higher than that of boys Sophomore (F = 3.829, P <0.05). The adaption level of career choice of junior students was significantly higher than that of freshmen (F = 6.537, P <0.01). ②The psychological separation of college students was significantly associated with school adaptation. There was a significant negative correlation between school adaptation and parental independence and emotional independence; there was a significant positive correlation with parental conflict independence; ③ After controlling for demographic variables, psychological separation had a significant predictive effect on school adaptation (ΔR2 = 9%) . Conclusion Psychological separation is an influential factor affecting college students’ adaptation to school, but it is not a particularly important factor.