大学生认知灵活性、家庭亲密度和适应性与自我接纳的关系

Relationship between college students’cognitive flexibility,family cohesion and adaptability and self-acceptance

目的:探讨家庭亲密度和适应性、认知灵活性与大学生自我接纳的关系,为大学生自我接纳水平的提升提供科学依据。方法:采用中文修订版家庭亲密度和适应性量表(Family Adaptability and Cohesion Scale,FACES II-CV)、认知灵活性问卷(Cognitive Flexibility Inventory,CFI)和自我接纳问卷(Self-acceptance Questionnaire,SAQ),对河南省新乡市3所省属高校的986名在校大学生进行问卷调查,并据此分析家庭亲密度和适应性、认知灵活性对大学生自我接纳的影响。结果:(1)大学生的自我接纳水平高于全国常模,处于中等偏上水平;(2)大学生自我评价因子得分在性别和家庭教养方式方面差异有统计学意义(t=-4.544,F=4.864,2.819;P<0.05);大学生自我接纳因子得分在年级、家庭教养方式和家庭人均月收入方面差异有统计学意义(F=4.061,3.581,4.060;P<0.01);大学生自我接纳总分仅在性别方面差异有统计学意义(t=-3.078,P<0.05);(3)相关分析显示,大学生家庭亲密度和适应性总分、家庭亲密性维度、家庭适应性维度以及认知灵活性均与自我评价因子呈显著负相关(r=-0.163,-0.162,-0.150,-0.391;P<0.001),与自我接纳因子呈显著正相关(r=0.211,0.186,0.218,0.369;P<0.001);自我接纳总分仅与家庭适应性维度呈正相关(r=0.070,P<0.05);(4)不同家庭亲密度类型的大学生自我接纳总分、自我评价因子和自我接纳因子的得分差异有统计学意义(F=8.046,11.538,7.813;P<0.001),不同家庭适应性类型的大学生自我评价因子和自我接纳因子得分差异有统计学意义(F=7.311,13.937;P<0.001)。结论:家庭亲密度和适应性、认知灵活性与大学生的自我接纳水平密切相关,良好的家庭功能有助于提升大学生的自我接纳水平,认知灵活性是影响其自我接纳的内部心理因素。

Objective:To explore the relationship between family cohesion and adaptability,cognitive flexibility and college students’self-acceptance,so as to provide scientific basis for the improvement of college students’self-acceptance.Methods:Chinese version of FACES II-CV,CFI and SAQ were used to survey 986 college students from three provincial universities in Xinxiang city,Henan Province.This research analyzed the impact of family cohesion and adaptability,cognitive flexibility on college students’self-acceptance.Results:(1)The level of college students’self-acceptance was higher than the national norm,and it was at the upper-middle level.(2)The scores of college students’self-evaluation factors were statistically significant in terms of gender and family rearing style(t=-4.544,F=4.864,2.819;P<0.05);The scores of college students’self-acceptance factors were statistically significant in terms of grade,family rearing style and family monthly income per capita(F=4.061,3.581,4.060;P<0.01);The total scores of college students’self-acceptance were statistically significant in gender and academic achievement(t=-3.078,F=3.718;P<0.05).(3)Correlation analysis showed that the total scores of college students’family cohesion and adaptability,family cohesion dimensions,family adaptability dimensions and cognitive flexibility were negatively correlated with self-evaluation factors(r=-0.163,-0.162,-0.150,-0.391;P<0.001),positive correlated with self-acceptance(r=0.211,0.186,0.218,0.369;P<0.001);The total scores of self-acceptance was only positively related to the family adaptability dimension(r=0.070,P<0.05).(4)College students’self-acceptance total scores,self-evaluation factors and self-acceptance factors among different family cohesion types was statistically significant different(F=8.046,11.538,7.813;P<0.001).College students’self-evaluation factors and self-acceptance factors among different family adaptability types was statistically significant different(F=7.311,13.937;P<0.01).Conclusion:Family cohesion and adaptability,cognitive flexibility are closely related to the level of self-acceptance of college students.Good family function helps to improve the self-acceptance level of college students.Cognitive flexibility is the internal psychological factor that affects their self-acceptance.