中国当代大学生情感素质的现状及其影响因素

The status quo of China's contemporary college students' affective diathesis and its influencing factors

在情感素质理论与实践探索相结合的基础上编制了《中国大学生情感素质问卷》(内含6个分问卷),并对全国3类地区14座城市100所大学的11982名大学生进行首次大规模情感素质调查。结果发现:该问卷具有较好的信效度,是适合研究大学生情感素质的原创性的有效测评工具;大学生情感素质具有2层面6大类33种情感的结构,呈现丰富情感,且总体发展水平尚好,其中道德、生活情感发展水平较高,人际、审美、理智情感和情绪智力等相对较低;男女大学生之间和本专科大学生之间存在情感素质的结构性差异;有获奖经历、学业自评高及无负性生活事件的大学生情感素质水平较高;良好的人际关系、对舆论的关注、对核心价值观的认同、自我高要求、民主的家庭教养方式等因素对大学生情感素质的发展具有促进作用。

A large-scale research on the affective diathesis of college students in China is a significant though challenging endeavor. Based upon the theory of affective diathesis and thoughts of developmental affection with classified thoughts, current study developed an original investigative tool with solid reliability and validity—―Questionnaire on College Students‘ Affective Diathesis‖. This instrument dealt with the complexities in affect measurement and is of great theoretical and pract ical significance. The questionnaire was used to investigate college students‘ affect development on thirty-three different kinds of affects, including patriotism, responsibility, integrity, credibility, dedication, fairness, public benefit; curiosity, exp loration, self-confidence, achievements, learning happiness, major interest; intimacy, cooperation, forgiveness, emotionally appealing, gratefulness, care; self-improvement, self-reliance, self-esteem, cherish, happiness, optimism; aesthetic for nature, aesthetic for humanity, aesthetic for science, aesthetic for deportment; emotional understanding ability, emotional expression ability, emotional control of oneself, emotional control of others. They belong to six categories（moral affection, rational affection, interpersonal affection, life affection, aesthetic affection and emotional intelligence） evolving from the identity layer of affection and the operational layer of affection. The questionnaire was administered to 11982 college students, including voca tional college students and university students. The geological regions encompassed well-developed, developing and less-developed regions in China involving 100 colleges and universities of 14 major cities（Beijing, Shanghai, Guangzhou, Nanjing, Changchun, Zhengzhou, Xi＇an, Wuhan, Xining, Lanzhou, Guiyang, Nanning, Haikou, and Kunming）. The results showed：（1） The questionnaire meets the criteria of an effective measurement tool and serves as an original investigative tool for affective diathesis of college students.（2） The college students‘ affective diathesis has a multilevel structure. On the whole, the affective diathesis of college students in China is positive. The developmental level of moral affection and life affection is relatively high er, and the developmental level of interpersonal affection, aesthetic affection, rational affection and emotional intelligence were relatively low er. Affections of integrity, public benefit, dedication, exploration, learning happiness, self-confidence, forgiveness, intimacy, emotionally appealing, aesthetic for humanity, aesthetic for science and ability of emotional expression were still in urgent need of improvement.（3） A structural difference mainly existed between males and females. Females scored higher in intimacy, emotionally appealing and self-esteem, but males performed better on integrity, curiosity, exploration, self-confidence, aesthetic for science and emotional expression.（4） Those who received awards, reported achieving higher academic performance, or experienced no negative life events showed higher level of affective diathesis, especially reflected in self-confidence, achievements, learning happiness, self-improvement, happiness etc.（5） The factors affecting the affective diathesis development of th e college students mainly derived from four aspects：individuals, families, schools and society. Strong interpersonal relationship, more public awareness, sound moral values, high self-expectations, democratic family education style et al. all had positive effects on college students‘ affective diathesis. This investigation equips educators with abundant first-hand information on how to improve the affective diathesis of college students as well as for academics on the theoretical implications for affective diathesis research.