大学生自我同一性与自我适应、情绪适应之间的关系  

Relations between College Students Self-identity and Self-adaptation & Emotional Adaptation

作　　者：单园 SHAN Yuan(Students Affairs Department,Hanzhong Vocational College,Hanzhong 723000,China)

机构地区：[1]汉中职业技术学院学生工作处

出　　处：《兰州石化职业技术学院学报》2019年第2期68-71,共4页Journal of Lanzhou Petrochemical Polytechnic

摘　　要：研究以17-26岁大学生为研究对象,采用自我同一性状态问卷(EOM-EIS-2)、焦虑自评量表(SAS)以及一般自我效能感量表(GSES),探讨大学生自我同一性发展的基本特点,以及自我同一性与自我适应、情绪适应之间的关系。研究结果发现:大学生在自我同一性早闭状态得分上表现出一定的年级差异和性别差异,即大一学生比大二、大三和大四学生表现出更多的同一性早闭,男生比女生表现出更多的同一性早闭;大二学生与大三学生、大四学生在同一性扩散、同一性延缓、同一性获得状态的得分上不存在显著差异;大学生同一性扩散状态与情绪适应呈显著正相关;同一性早闭状态与自我适应、情绪适应呈显著正相关;同一性延缓状态、同一性获得状态与自我适应呈显著正相关;自我适应在自我同一性和情绪适应之间不存在中介作用。研究结果对大学生自我同一性的培养和干预,具有一定启示。Elementary characteristics of college students self-identity as well as its relations between self-adaptation and emotional adaptation are discussed in the paper based on 17-26 aged college students with the help of questionnaires like EOM-EIS-2, SAS and GSES. It turned out that freshmen have higher possibility of identity foreclosure than sophomores and juniors, and the percentage is higher among male students than that of female students. As for identity diffusion, identity moratorium and identity acquired state, differences show little effects. Positive correlations appear in identity acquired state and emotional adaptation, identity foreclosure and self-adaptation & emotional adaptation. There is little inter-mediation of self-adaptation between self-identity and emotional adaptation. These findings have some guidance on cultivation and intervention for college students.

关 键 词：大学生 自我同一性 自我适应 情绪适应 

分 类 号：G655.5[文化科学—教育学]