發(fā)布時間：2018-06-22 02:19

  本文選題：大學(xué)生 + 寬恕動機��； 參考：《廣西師范大學(xué)》2014年碩士論文

【摘要】：大學(xué)生來自五湖四海,由于生活習(xí)慣和生源地的不同、家庭經(jīng)濟條件的差異等原因,大學(xué)生的人際關(guān)系顯得很復(fù)雜。近些年來,校園人際沖突,以及由此引發(fā)的校園暴力事件日益突出,校園的安全和穩(wěn)定引起社會的廣泛關(guān)注,學(xué)生的人際關(guān)系問題也成為研究者們研究的熱點問題。以往的研究一般都是“診斷式”的,沒有深入到學(xué)生的內(nèi)心深處,并不能從根本上解決人際沖突。試想一下,當(dāng)您遭遇到冒犯或不公平待遇時,您會寬恕對方嗎?一般會出于什么樣的寬恕動機去寬恕冒犯者?出于什么樣的寬恕動機才會真正地解除人際沖突,從而避免校園暴力事件的發(fā)生?本研究試圖從寬恕動機這一積極心理學(xué)的角度來研究大學(xué)生的人際關(guān)系。McCullough(1998)等學(xué)者認為人們之所以寬恕冒犯者,是因為對冒犯者產(chǎn)生了共情。共情是人們做出寬恕行為的影響因素之一。由于對冒犯者產(chǎn)生共情而做出寬恕行為,緩解人際沖突,有利于人際關(guān)系的建立和維護。本研究試圖驗證寬恕動機、共情和人際關(guān)系三者之間的相互關(guān)系,以及共情在寬恕對人際關(guān)系的影響中是否存在中介作用。 本研究共進行了兩次隨機抽樣：第一次調(diào)查,即樣本1,在安徽農(nóng)業(yè)大學(xué)、武漢東湖學(xué)院2所高校共發(fā)放310份問卷,有效問卷有293份,其中大一學(xué)生141人,大二學(xué)生62人,大三學(xué)生90人,有效率為94.5%；第二次調(diào)查,即樣本2,在安徽農(nóng)業(yè)大學(xué)、武漢東湖學(xué)院2所高校隨機抽取435個被試,有效問卷為409份,其中有效被試中,大一學(xué)生有229人,大二學(xué)生有58人,大三學(xué)生有122人,有效率為94%。 目前我國關(guān)于寬恕心理的研究剛剛起步,并且,通過查閱大量文獻發(fā)現(xiàn),我國關(guān)于寬恕動機的問卷少之又少,所以,本研究引進Sandrine Ballester(2011)等人編制的寬恕動機量表,試圖對此量表進行修訂。通過對樣本1的數(shù)據(jù)進行探索性因素分析之后得出四個維度：同情、重獲控制權(quán)、道德約束和尋求認同；對樣本2的數(shù)據(jù)進行驗證性因素分析和信度分析之后,得出修訂之后的問卷擬合程度較好,結(jié)構(gòu)較合理,以上四個維度的內(nèi)部-致性系數(shù)分別為：0.797、0.725、0.742、0.761。 另外,利用修訂后的寬恕動機問卷對我國大學(xué)生寬恕動機的現(xiàn)狀及特點進行了測查,同時測查分析了大學(xué)生的共情、寬恕動機與人際關(guān)系之間的相關(guān)關(guān)系,以及共情在寬恕動機與人際關(guān)系之間的中介作用。本研究得出的結(jié)論如下： (1)修訂后的寬恕動機問卷具有良好的內(nèi)部一致性信度和結(jié)構(gòu)效度,因此可以作為國內(nèi)測量大學(xué)生寬恕動機的有用工具； (2)對大學(xué)生的寬恕動機進行人口特征學(xué)比較,統(tǒng)計結(jié)果表明,在性別這一人口變量上,大學(xué)生的寬恕動機均差異顯著,男生相對女生更傾向啟動重獲控制權(quán)和尋求認同寬恕動機；在年級這一人口變量上,同情和重獲控制權(quán)寬恕動機均差異顯著,相對大一、大三的學(xué)生,大二的學(xué)生更傾向啟動重獲控制權(quán)寬恕動機；在專業(yè)類別上,大學(xué)生的寬恕動機均差異顯著,理科生相對文科生來說更傾向啟動同情和道德約束寬恕動機；在生源地和是否為獨生子上無差異。 (3)同情、道德約束、尋求認同三種寬恕動機與共情均呈現(xiàn)顯著正相關(guān)。 (4)同情、道德約束兩種寬恕動機均與人際關(guān)系困擾存在顯著負相關(guān)。 (5)人際關(guān)系困擾與共情存在顯著負相關(guān)。 (6)共情在寬恕動機與人際關(guān)系之間存在部分中介作用。
[Abstract]:College students are from all over the world. Because of the differences of living habits and places of life, the difference of family economic conditions and other reasons, the interpersonal relationship of college students is very complicated. In recent years, the interpersonal conflict in the campus, as well as the resulting incidents of campus violence have become increasingly prominent, the security and stability of the campus have aroused wide attention of the society, and the interpersonal relationship of the students. The problem has also become a hot issue for researchers. Previous studies are generally "diagnostic", not deep into the heart of the students, and cannot fundamentally solve interpersonal conflicts. Imagine, when you encounter an offense or unfair treatment, do you forgive the right party? What kind of forgiveness motivation is generally wide? Offenders? What kind of forgiveness motivations do they really remove interpersonal conflict and avoid campus violence? This study tries to study college students' interpersonal relationships from the perspective of the positive psychology of forgiveness motivation (1998) and other scholars believe that people are forgiving and offenders because of the offenders. Empathy is one of the factors that affect people's forgiveness. Forgiveness is the result of empathy for the offender, the relief of interpersonal conflict and the establishment and maintenance of interpersonal relationships. This study tries to verify the relationship between the three parties, the motivation of forgiveness, the relationship between empathy and the interpersonal relationship, and the empathy in the relationship of forgiveness to the interpersonal relationship. Whether there is a mediating effect in the impact.
This study carried out two random sampling: the first survey, the sample 1, 310 questionnaires were issued in 2 colleges and universities in Anhui Agriculture University and East Lake college in Wuhan. There were 293 valid questionnaires, including 141 senior students, 62 sophomores, 90 senior students, and an effective rate of 94.5%; second investigation, 2, in Wuhan, Wuhan 435 subjects were randomly selected from 2 universities in East Lake college. The effective questionnaire was 409. Among them, there were 229 students, 58 senior students and 122 senior students, and the effective rate was 94%..
At present, our country's research on forgiveness has just started, and through consulting a large number of literature, there are few questionnaires about the motivation of forgiveness in our country. Therefore, this study introduced the scale of forgiveness motivation scale compiled by Sandrine Ballester (2011) and others to try to revise the questionnaire. Through the exploratory factor analysis of the data of sample 1 After that, four dimensions are obtained: sympathy, regain control, moral constraint and seeking identification; after confirmatory factor analysis and reliability analysis of sample 2 data, it is concluded that the revised questionnaire has better fitting degree, more reasonable structure, and the internal factor coefficient of the above four dimensions is 0.797,0.725,0.742,0.761.
In addition, the present situation and characteristics of the forgiveness motivation of the college students in China were measured by the revised questionnaire of forgiveness motivation, and the relationship between the empathy, the forgiveness motivation and the interpersonal relationship, and the intermediary role of the empathy between the forgiveness motivation and the interpersonal relationship were measured and analyzed. The conclusions of this study are as follows:
(1) the revised questionnaire of forgiveness motivation has good internal consistency and structural validity, so it can be used as a useful tool to measure the forgiveness motivation of college students in China.
(2) compared with the demographic characteristics of the students' forgiveness motivation, the statistical results show that, on the gender as a population variable, the students' forgiveness motivation is significantly different, and that boys are more inclined to start to regain control and seek approval for forgiveness motivation. The students of junior high school and sophomore tend to start to regain control forgiveness motivation. In professional categories, students' forgiveness motivation is significantly different. Science students are more inclined to start sympathy and moral constraint forgiveness motivation, and there is no difference in origin and only for the only child.
(3) sympathy, moral restraint, seeking identity, three kinds of forgiveness motives and empathy have significant positive correlation.
(4) sympathy, moral constraint, two kinds of forgiveness motives are significantly negatively related to interpersonal distress.
(5) there is a significant negative correlation between interpersonal distress and empathy.
(6) empathy has partial mediation effect between forgiveness motivation and interpersonal relationship.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B848

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本文編號：2051106