学业困难学生自我主导力与压力应对关系的研究——以西交利物浦大学为例

On the Relationship of Self-Authorship and Stress of the Students with Academic Difficulties——Taking Xi'an Jiaotong Liverpool University as An Example

目的:探究西交利物浦大学学业困难学生的自我主导力发展与压力应对之间的关系。方法:本研究主要采用访谈法和观察法收集资料,并对资料进行处理和分析。结果:1)被试的策略选择偏好基本体现学生自我主导力的发展水平,发展水平较高者所采用的策略多样且相对有效,他们倾向于问题导向策略;而发展水平较低者所采用的策略较为固着,倾向于失能导向;2)被试自我主导的发展水平普遍较低,但不同的自我主导力发展的不同水平影响着学生策略的选择及其对困境的应对效果。结论:1)自我主导发展阶段与学生应对压力策略的选择有很强的关联性,相较于自我主导力水平低的学生,自我主导力水平高的学生能更好地应对压力;2)大学生自我主导力的发展对于大学生认知能力、自我认识和人际协调能力的综合发展具有积极意义。

This study aims at examining the relationship between self-authorship and stress of the students with academic difficulties at Xi＇an Jiaotong-Liverpool University and their stress coping strategies. The sample consists of 30 students with academic difficulties, and survey and interviews were conducted. Results show that： 1） coping strategies of the test- ed students generally reflects the level of their self-authorship, and the coping strategies of the students with higher self-- authorship are more varied and effective; 2） Self-authorship of the tested students is low in general, but the level of self- authorship influences how students cope their academic stresses and the effect of coping. This study provides contribution to further exploration on self--authorship of college students.