大学生心理契约状况与学习焦虑的关系研究

Research on the Relationship between College Students’ Psychological Contract Status and Learning Anxiety

本研究以当代大学生为研究对象,基于心理契约的视角,探讨在高校实行综测评价制度背景下,大学生心理契约的现实状况及其与学习焦虑的关系问题。研究对北京、天津、湖北等多地大学共计457名大学生进行问卷调查,研究发现被测大学生心理契约类型分为交易型、平衡型、关系型;学习焦虑量表则包括学习情绪焦虑、学习结果焦虑、社会评价焦虑;心理契约总体得分及各子维度能显著预测学习焦虑。其中,交易型心理契约最能引起社会评价焦虑,平衡型心理契约最能引发学习结果焦虑,而关系型心理契约则会降低学生的社会评价焦虑。这些研究发现提示我们:关注学生心理契约类别及其不同需求,改善大学生评价目的被单一评价制度异化的现状;引领大学生关注自身兴趣,由被动学习转向主体性学习,减轻过分关注外在评价带来的学习焦虑。

Based on the perspective of psychological contract,this paper takes college students as the research object,and explores the relationship between students’ psychological contract status and their learning anxiety during the implementation of comprehensive evaluation system in universities. A questionnaire survey was conducted among 457 university students in Beijing,Tianjin,Hubei and other areas. The results revealed three categories of psychological contract:transactional contract,balanced contract,and relational contract. The learning anxiety scale included learning emotion anxiety,learning outcome anxiety and social evaluation anxiety;the overall scoring of psychological contract and each sub-dimension could significantly predict learning anxiety. Among them,the transactional psychological contract can cause social evaluation anxiety,the balanced psychological contract can cause learning outcome anxiety,and the relational psychological contract can reduce the students’ social evaluation anxiety. These findings suggest that we should pay attention to the types of students’ psychological contract and their different needs,improve the current situation that the evaluation purpose of college students is alienated by a single evaluation system;lead college students to focus on their own interests,and transcend from passive learning to subjective learning. These developments can relieve the learning anxiety caused by excessive attention to external evaluation.