目的:探讨大学生抑郁、焦虑与自我概念的关系。方法:选取2200名大学生,采用贝克抑郁自评量表(BDI)、特质焦虑问卷(T-AI)、田纳西自我概念问卷(TSCS)分别测量其抑郁、焦虑及自我概念现状。结果:女大学生TSCS总分及道德伦理自我、家庭自...目的:探讨大学生抑郁、焦虑与自我概念的关系。方法:选取2200名大学生,采用贝克抑郁自评量表(BDI)、特质焦虑问卷(T-AI)、田纳西自我概念问卷(TSCS)分别测量其抑郁、焦虑及自我概念现状。结果:女大学生TSCS总分及道德伦理自我、家庭自我、自我认同、自我行动上的得分都显著高于男大学生(P P P P P P P r = 0.58, P r = −0.39~−0.52, P r = −0.52~−0.70, P r = 0.24, P r = 0.31, P < 0.01)。大学生的心理自我和生理自我都对BDI和T-AI得分有负向预测作用,其解释量分别为31.1%和53.7%;自我批评有正向预测作用,其解释量为0.5%和0.7%。结论:大学生抑郁和焦虑受其自我概念及正向因子的负面影响,受其负向因子自我批评的正向影响。展开更多
领悟到的社会支持可以帮助个体获得安全感和归属感,从而获得生命意义感。本研究对领悟到的社会支持和生命意义感之间的关系进行进一步研究,探索自我认同和自我概念清晰性在该影响机制中的中介作用以及两者之间的相关关系。结果显示自我...领悟到的社会支持可以帮助个体获得安全感和归属感,从而获得生命意义感。本研究对领悟到的社会支持和生命意义感之间的关系进行进一步研究,探索自我认同和自我概念清晰性在该影响机制中的中介作用以及两者之间的相关关系。结果显示自我概念清晰性正向预测自我认同,二者在领悟到的社会支持和生命意义感之间起链式中介作用。本研究拓展了社会支持对生命意义感的影响机制的完整性,为提升当代大学生的生命意义感的教育提供了更加清晰的方向。The perceived social support can help individuals gain a sense of security and belonging, and thus obtain a sense of meaning in life. This study further investigated the relationship between perceived social support and sense of meaning in life, exploring the mediating role of self-identity and self-concept clarity in this influence mechanism, as well as the correlation between the two. The results showed that self-concept clarity positively predicts self-identity, and both play a chain mediating role between perceived social support and sense of meaning in life. This study expands the integrity of the influence mechanism of social support on sense of meaning in life, providing a clearer direction for improving the education of contemporary college students’ sense of meaning in life.展开更多
“自我概念”这一定义自William James提出以来,一直备受国内外学者的关注,特别是近年来,自我概念作为情感因素,对二语习得结果发挥着至关重要的作用,研究表明积极的自我概念有利于学习者的英语学习。在英语学习中还有一个比较常见的情...“自我概念”这一定义自William James提出以来,一直备受国内外学者的关注,特别是近年来,自我概念作为情感因素,对二语习得结果发挥着至关重要的作用,研究表明积极的自我概念有利于学习者的英语学习。在英语学习中还有一个比较常见的情感因素“焦虑”,它一直被认为对英语学习起着消极的作用。本研究旨在探究大学生英语口语自我概念与课堂口语焦虑的情况,并对其进行相关性研究,以此为中国高校英语口语教学提供一定借鉴意义。本研究采用调查问卷法与访谈调研法研究分析了重庆大学229名大三学生英语口语概念与课堂口语焦虑的关系,并得出以下结论:1) 大学生英语口语自我概念水平总体上偏低,而课堂口语焦虑状况普遍存在,大多数学生在英语课堂上经历口语焦虑;2) 大学生的英语口语自我概念与课堂口语焦虑之间整体上是负相关关系;3) 男女生、文理科学生的英语口语自我概念和课堂口语焦虑存在差异;4) 英语口语自我概念可以很好地预测课堂口语焦虑。The definition of “self-concept” has attracted much attention from scholars both at home and abroad since it was proposed by William James. Especially in recent years, self-concept, as an affective factor, plays a crucial role in the outcome of second language acquisition, and studies have shown that positive self-concept is beneficial to learners’ English learning. There is another common affective factor “anxiety” in English learning, which has been considered to play a negative role in English learning. The present study aims to investigate college students’ English speaking self-concept and English classroom speaking anxiety, and to conduct a correlation study, so as to provide some reference for the teaching of English speaking in Chinese universities. This study used questionnaire and interview research methods to study and analyze the relationship between English speaking concept and English classroom speaking anxiety of 229 juniors in Chongqing University, and came to the following conclusions: 1) College students’ English speaking self-concept levels are generally low, while English classroom speaking anxiety is common, and most students experience speaking anxiety in the English classroom;2) There is a negative correlation between college students’ English speaking self-concept and English classroom speaking anxiety;3) There are differences between male and female students, and students of arts and sciences in their English speaking self-concept and English classroom speaking anxiety;4) English speaking self-concept can be a good predictor of classroom speaking anxiety.展开更多
文摘目的:探讨大学生抑郁、焦虑与自我概念的关系。方法:选取2200名大学生,采用贝克抑郁自评量表(BDI)、特质焦虑问卷(T-AI)、田纳西自我概念问卷(TSCS)分别测量其抑郁、焦虑及自我概念现状。结果:女大学生TSCS总分及道德伦理自我、家庭自我、自我认同、自我行动上的得分都显著高于男大学生(P P P P P P P r = 0.58, P r = −0.39~−0.52, P r = −0.52~−0.70, P r = 0.24, P r = 0.31, P < 0.01)。大学生的心理自我和生理自我都对BDI和T-AI得分有负向预测作用,其解释量分别为31.1%和53.7%;自我批评有正向预测作用,其解释量为0.5%和0.7%。结论:大学生抑郁和焦虑受其自我概念及正向因子的负面影响,受其负向因子自我批评的正向影响。
文摘领悟到的社会支持可以帮助个体获得安全感和归属感,从而获得生命意义感。本研究对领悟到的社会支持和生命意义感之间的关系进行进一步研究,探索自我认同和自我概念清晰性在该影响机制中的中介作用以及两者之间的相关关系。结果显示自我概念清晰性正向预测自我认同,二者在领悟到的社会支持和生命意义感之间起链式中介作用。本研究拓展了社会支持对生命意义感的影响机制的完整性,为提升当代大学生的生命意义感的教育提供了更加清晰的方向。The perceived social support can help individuals gain a sense of security and belonging, and thus obtain a sense of meaning in life. This study further investigated the relationship between perceived social support and sense of meaning in life, exploring the mediating role of self-identity and self-concept clarity in this influence mechanism, as well as the correlation between the two. The results showed that self-concept clarity positively predicts self-identity, and both play a chain mediating role between perceived social support and sense of meaning in life. This study expands the integrity of the influence mechanism of social support on sense of meaning in life, providing a clearer direction for improving the education of contemporary college students’ sense of meaning in life.
文摘“自我概念”这一定义自William James提出以来,一直备受国内外学者的关注,特别是近年来,自我概念作为情感因素,对二语习得结果发挥着至关重要的作用,研究表明积极的自我概念有利于学习者的英语学习。在英语学习中还有一个比较常见的情感因素“焦虑”,它一直被认为对英语学习起着消极的作用。本研究旨在探究大学生英语口语自我概念与课堂口语焦虑的情况,并对其进行相关性研究,以此为中国高校英语口语教学提供一定借鉴意义。本研究采用调查问卷法与访谈调研法研究分析了重庆大学229名大三学生英语口语概念与课堂口语焦虑的关系,并得出以下结论:1) 大学生英语口语自我概念水平总体上偏低,而课堂口语焦虑状况普遍存在,大多数学生在英语课堂上经历口语焦虑;2) 大学生的英语口语自我概念与课堂口语焦虑之间整体上是负相关关系;3) 男女生、文理科学生的英语口语自我概念和课堂口语焦虑存在差异;4) 英语口语自我概念可以很好地预测课堂口语焦虑。The definition of “self-concept” has attracted much attention from scholars both at home and abroad since it was proposed by William James. Especially in recent years, self-concept, as an affective factor, plays a crucial role in the outcome of second language acquisition, and studies have shown that positive self-concept is beneficial to learners’ English learning. There is another common affective factor “anxiety” in English learning, which has been considered to play a negative role in English learning. The present study aims to investigate college students’ English speaking self-concept and English classroom speaking anxiety, and to conduct a correlation study, so as to provide some reference for the teaching of English speaking in Chinese universities. This study used questionnaire and interview research methods to study and analyze the relationship between English speaking concept and English classroom speaking anxiety of 229 juniors in Chongqing University, and came to the following conclusions: 1) College students’ English speaking self-concept levels are generally low, while English classroom speaking anxiety is common, and most students experience speaking anxiety in the English classroom;2) There is a negative correlation between college students’ English speaking self-concept and English classroom speaking anxiety;3) There are differences between male and female students, and students of arts and sciences in their English speaking self-concept and English classroom speaking anxiety;4) English speaking self-concept can be a good predictor of classroom speaking anxiety.
