幼专新生自我同一性与学校适应的相关分析

An Analysis of the Correlation between Self-identity and School Adjustment of Freshman Majoring in Preschool Education

文章通过采用《自我同一性状态量表》、《大学新生学校适应量表》,调查某幼专249名新生的自我同一性和学校适应的关系。研究结果发现:幼专新生自我同一性类型以延缓型居多。自我同一性各个类型在生源地变量上不存在显著差异;幼专新生的适应情况总体良好。情绪状态适应与交往适应要好于生活适应和学习适应。生活适应得分最低,学校适应各个维度在生源地变量上不存在显著差异;幼专新生在情绪状态、生活适应、学习适应、交往适应和学校适应总分方面均与扩散型、排他型和成就型呈显著相关,与延缓型不存在显著相关。其中,学校适应四个维度及总分与扩散型和排他型呈显著负相关,与成就型呈显著正相关。

This paper aims to probe into the relationship between self-identity and school adjustment of 249 freshmen in a college of preschool education by The Scale of Self-identity Status and the Scale of school Adjustment for College students.The research shows that moratorium identity is a predominant type among the samples.The variable of student＇s origin doesn＇t affect their type identity.Generally,samples can adjust to the new environment in college.They can better adjust themselves emotionally and socially than adjust to life and learning on the new campus,and their performance in life adjustment is rather poor.The variable of student＇s origin doesn＇t affect the dimensions of students＇ adjustment either.The study concludes that the four dimensions of students adjustment,including emotion,life,learning and communication and comprehensive performance of the samples are irrelevant to moratorium type of identity,but are obviously related to diffused type,achievement type and foreclosed type,among which the four dimensions of students＇ school adjustment are of significant negative correlation with diffused and foreclosed type,but of positive correlation with achievement type of identity.