大学生性度取向与学业行为的关系研究  

Relationship between sex stereotypes and learning behaviors of college students

作　　者：王红瑞[1] 

机构地区：[1]宝鸡文理学院教育学院,陕西宝鸡721016

出　　处：《职业与健康》2016年第5期696-699,共4页Occupation and Health

摘　　要：目的基于277名在校大学生的调查数据,考察性度取向类型对大学生学业行为的影响,并探讨大学生良好学业行为表现的理想性别角色模式。方法采用贝姆性度量表、学业行为问卷对277名在校大学生进行调查。结果 1大学生中双性化性度取向者最少(6.9%),未分化者最多(51.3%);女性的双性化比例(5.4%)低于男性(9.0%),未分化比例(56.9%)高于男性(42.7%);2大学生的学业行为存在性别、是否学生干部的差异,女生的学习策略得分显著低于男生(t=3.815,P<0.01),学生干部的成就动机、学习态度、自我效能感及学业行为总分显著高于非学生干部(t=3.175,2.310,2.054,2.409,均P<0.05);3在学业行为及其成就动机、学习态度、注意力/坚持性、学习策略与自我效能感因子得分上,不同性度取向的个体存在显著差异(F=9.491,4.936,5.944,18.872,10.269;均P<0.01),双性化人格特质者最优,其次为男性化,最后为女性化与未分化;4性度取向对个体学业行为具有显著预测作用(Beat=0.131,t=-6.444,P<0.01)。结论双性化人格特质是大学生良好学业行为表现的理想性别角色模式。[Objective] Based on investigation data of 277 college students, to research the effect of sex stereotypes on learning behaviors of college students, explore the ideal gender role model for good learning behavior.[Methods] 277 college students were investigated by the Bern Sex Role Inventory and learning behaviors questionnaire. [Results] （1）The proportion of androgynous stereotype students was the lowest（6.9%）, and undifferentiated stereotype students accounted for the greatest proportion（51.3%）. The percentage of androgynous stereotype in female students （5.4%） was lower than that in male students （9.0%）, and the percentage of undifferentiated stereotype in female students（56.9% ） was higher than that in male students（42.7%）. （2）There were differences in learning behaviors between male and female students, cadre students and non-cadre students. The learning strategy score in female students was significantly lower than that in male students （t=3.815, P〈0.01）. The scores of achievement motivation, learning attitude, self-efficacy and academic behavior in cadre students were significantly higher than those in noncadre students （t=3.175, 2.310, 2.054, 2.409, all P〈0.05）. （3）There were significant differences in scores of learning behaviors and the factors of achievement motivation, learning attitude, attention/perseverance, learning strategy and self-efficacy among students different sex stereotype groups （F=9.491, 4.936, 5.944, 18.872, 10.269, all P〈0.01 ）, the students with androgynous personality had the best results, followed by masculine personality, feminine personality and undifferentiated personality. （4）The sex stereotype could significantly predicate the learning behaviors（Beat=0.131, t=-6.444, P〈0.01 ）.[Conclusion] The androgynous personality is the ideal gender role model of the good learning behaviors in college students.

关 键 词：性度取向 双性化 学业行为 大学生中国图书资料 

分 类 号：R135[医药卫生—劳动卫生]