大学生学校适应现状及其与心理分离的关系研究

The School Adjustment and Its Relationship with Psychological Separation of Undergraduates

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 explore the school adjustment and its relationship with psychological separation of undergraduates.Methods A total of 800 undergraduates were measured by College Student Adaptability Inventory and Psychological Separation Inventory.Results ①There were no significant gender and grade differences on the general adjustment levels.Just on environmental general evaluation（t=-3.578,P001） and study adaptation（t=-2.281,P0.05）,the female students were significantly higher than male.Freshmen＇s environmental general evaluation were significantly higher than that of sophomore（F=3.829,P0.05）,junior＇ vocational adjustment were significantly higher than freshmen＇s（F=6.537,P0.01）.②The relationship between psychological separation and school adjustment was significant.Undergraduates＇ attitudinal independence and emotional independence to parent and school adjustment had negative effects whereas conflict independence to parent and school adjustment had positve effects.③Psychological separation had significant influence on social anxiety beyond demographic variables（ΔR2 =9%）.Conclusion Psychological separation affects school adjustment of undergraduates,but it is not the most important factor.