大学校园不公平事件的序列性心理应对模式——一项基于扎根理论与量化调查的研究  

Sequential Psychological Response Modes and Countermeasures When College Students Suffering from Unfair Events on Campus

作　　者：涂阳军[1] 蔡宁波[1] 彭静[1] 

机构地区：[1]湖南大学教育科学研究院

出　　处：《大学教育科学》2015年第5期56-62,共7页University Education Science

基　　金：湖南省自然科学基金课题"社会各阶层感知分配不公平产生的归因特征与对策"(13jj3051);国家博士后基金项目"公平敏感性影响组织员工工作绩效的中介与调节作用"(2012M511721)

摘　　要：校园不公平事件极易引发校园群体事件。公平理论忽略了不公平情绪反应、认知评估及行为应对间的序列性应对关系模式及其内在的动态过程。扎根理论研究发现,大学生遭遇校园不公平事件时,在情绪反应、认知评估及行为应对上依次表现出气愤、"不公平是常态"及私下议论等内容。情绪反应对行为应对具有直接激发作用,认知评估起到了抑制、缓冲或增强的作用。随着时间流逝,认知评估显现出去敏感化,但情绪反应变得更敏感。应对校园不公平事件必须减少对规章制度的人为破坏。Unfair events are very easy to cause group events on campus. Equity theory ignored sequence relationship model and dynamic process of unfair emotional reactions, cognitive evaluations and behavior responses. Grounded theory study found that college students always showed anger, injustice generalization and whispering on emotional reactions, cognitive evaluations and behavioral responses when confronted with campus unfair events. Emotional reactions may directly stimulate to behavior responses and cognitive evaluations restrained, buffered or enhanced to behavior responses. Cognitive evaluations revealed out de-sensitization but emotional reaction became more sensitive with time passing by. The investigation and research have confirmed the main hypothesis of the grounded theory. To deal with unfair events on campus must reduce man-made destruction of the rules and regulations.

关 键 词：大学生 不公平 不公平事件 扎根理论 

分 类 号：G645[文化科学—高等教育学]