当代大学生社会责任感特征及影响因素分析——基于广东高校的实证调查

Characteristics of College Students' Sense of Social Responsibility and Its Influencing Factors: A Survey of Students from Guangdong Province,China

大学生社会责任感不仅影响其自身的社会化进程与成才,也关系到社会的发展与进步。目前,人们在大学生社会责任评判上存在较大分歧,不利于社会责任教育的有效开展。运用修正的社会责任感发展阶段量表,对广东省1040名大学生随机抽样调查后发现:大学生的社会责任感状况尚佳,但呈现出担当与疏远的矛盾状态,更高层次的社会责任感培养仍需加强;性别、专业、年级、社会服务经历、动机都对大学生社会责任感发展有显著影响;专业教学与社会服务分离、生存压力是导致大学生疏远社会责任的重要原因;丰富的社会服务经历和源自内在动机的社会服务更有助于大学生社会责任感的提高。为提升大学生的社会责任感水平,需要创新高校社会责任教育体系,从认知导向走向"认知-实践"导向;丰富社会实践类型,完善社会实践管理体系;在专业教学中融入责任教育,将"服务-学习"有机结合。

Instilling a sense of social responsibility in college students will not only enhance their socialization and growth,but also promote the welfare and progress of the whole society. To promote civil education,it is therefore necessary to develop an effective assessment tool of college students' sense of social responsibility. A random sampling survey of 1040 college students from Guangdong province,China,using the Scale of Social Responsibility Development( SSRD) revised by the author,revealed that( 1) Chinese college students show a rather satisfactory level of social responsibility,which still need to be further improved;( 2) factors,such as gender,major,grade,previous civil service experience and motivation,can have a significant impact on the development of college students' sense of social responsibility;( 3) the disconnection between professional training and civil education as well as heavy economic and livelihood pressure are the main reasons for the lack of social responsibility among some college students;( 4) considerable experience and intrinsic motivation of civil service can have a positive influence on the development of college students' sense of social responsibility. To promote social responsibility among college students,it is necessary to change civil education from cognition-oriented to cognition-and-praxis-oriented,adopt diversified approaches to civil education,bridge the gap between professional training and civil education,and organically integrate civil service with academic learning.