“大二低谷”现象探究

Cognition-Emotion-Conation-Behavior: "Sophomore Slump" Re-examined

基于认知-情绪-意图-行动相结合的经典理论框架,从"知-情-意-行"四个维度对"大二低谷"现象进行实证考察。利用F大学连续两年的本科生调研数据以及"准追踪调研"的特点,研究发现:在认知-情绪-意图-行为四个学生发展的维度中,除了"情"——学生满意度,其他维度均未出现"大二低谷"现象。更进一步的分析发现,即使满意度总体存在"大二低谷",但在实质上涉及学生成长发展的激励维度的满意度并没有在大学二年级时下降,学生仅仅对于支持性、外部性保健维度的满意度在大学二年级时显著下降。据此提出,"大二低谷"现象更可能体现了大学二年级学生在目标寻求、角色转换这一转折阶段的成长之痛,而并非一种发展的停滞或倒退。高校工作者对"大二低谷"现象毋须过分担心,应高度重视对大学二年级学生提供及时的心理疏导,以帮助学生平稳渡过成长阵痛期。

Do sophomores regress comprehensively from freshman year in their academic and personal development,or they just feel dissatisfied?This paper re-examines"sophomore slump"from four dimensions of educational development,namely,cognition-emotion-conation-behavior.Based on two consecutive annual surveys of undergraduates at a research university,utilizing the quasi-longitudinal feature of the data,the paper finds out that"sophomore slump"manifests only in the emotion(operationalized as satisfaction)dimension,reflecting the growing pain rather than a comprehensive regression in a transitional period of purpose searching and role change.