青少年人际信任的构成及其发展特点

Structure and developmental characteristics of interpersonal trust among adolescents

目的揭示当代青少年的人际信任构成及特点,以供研究者进行理论研讨和教育对策研究参考。方法采用人际信任量表对方便抽取的广州市544名不同年龄阶段青少年进行横断面调查,用因子分析探究青少年人际信任的结构,用方差分析比较其发展特点。结果因子分析结果发现,青少年人际信任由对社会成员的信任(11.47%)、对社会组织的信任(9.91%)、警惕性(6.83%)、对父母师长的信任(6.51%)、对同伴行为的信任(5.91%)和对国际社会的信任(5.74%)六大因子构成,涵盖了普遍信任、特殊信任和自我防御3个方面。对不同学段的单因素方差分析结果表明,青少年人际信任具有明显的发展性特点;初中生对社会成员、社会组织和父母师长的信任均高于高中生(P值均<0.05);高中生对父母师长的信任低于大学生和初中生(P值均<0.01),对社会成员和社会组织的信任与大学生间差异无统计学意义。对年级和信任对象的两因素方差分析结果发现,初中组信任对象主效应显著(F=14.58,P<0.01),交互作用显著(F=7.9,P<0.01)。简单效应分析发现初一学生对社会成员、社会组织及父母师长的信任差异无统计学意义;初二学生对社会组织的信任高于对父母师长和社会成员的信任(P值均<0.01),对父母师长和社会成员信任差异无统计学意义;初三学生对社会组织信任高于对父母师长信任(P=0.002),对父母师长信任高于对社会成员信任(P=0.041)。高中组年级和信任对象两个因素主效应及交互作用均不显著。大学组年级主效应不显著,信任对象主效应显著(F=29.82,P<0.01),对父母师长的信任高于对社会组织的信任(P<0.01),对社会组织的信任与对社会成员的信任差异无统计学意义(P>0.05)。结论中学生的人际信任处于形成期和发展期,易受青春期心理特点的影响;大学生人际信任结构趋于成熟稳定,且具有差序格局的特点。

Objective To explore the structure and developmental characteristics of interpersonal trust among adolescents. Methods A total of 544 young students were investigated with an interpersonal trust scale survey in Guangzhou City. Results Factor analysis found that adolescent interpersonal trust was composed of six factors ：trust in society member （ 11.47%）, social organizations （9.91%） , vigilance （6.83%）, teachers and parents （6.51%）, peers behavior （5.91%） and trust in the international community （5.74%） , which covered the special trust and universal trust, self defense. The trust of members of society, social organizations and parents/teachers among middle school students were higher than high school students（ P〈0.05）, the trust for parents/teachers among high school students was lower than college students and middle school students（P〈 0.01）. No significant difference between members of society and social organizations was found. Two-way ANOVA found that juniors had significant main effect in trust object（ F= 14.58,P〈0.01） and interaction （F= 7.9,P〈0.01）. Simple effect analysis found no difference in trust of social members, organizations and parents/teachers among grade 7 students ; higher trust in social organization than trust in parents / teachers and society members among grade 8 students（P〈0.01） ; highest in trust of social organization, followed by trust in parents / teachers and society members among grade 9 students. There were no significant main effects and interactions among high school students. There were significant main effects among college students, with highest trust of teachers, followed by trust of social organizations and society members. Conclusion. Junior school students had higher general and special trust than high school and college students. The interpersonal trust of school students is in the formation period and is influenced by the psychological characteristics of adolescence. College students＇ interpersonal trust structure tends to be mature and stable, and have the characteristics of the pattern of difference sequence.