發(fā)布時間：2018-06-27 05:52

  本文選題：鄉(xiāng)鎮(zhèn)初中生 + 依戀風格�。� 參考：《山東師范大學》2016年碩士論文

【摘要】：當個體進入青少年期后,依戀對象開始逐漸地發(fā)生轉(zhuǎn)移,個體有更多的時間與同伴和教師呆在一起,依戀對象逐漸擴展到同伴和教師身上。青少年個體對同伴的依戀有時甚至可以超出對父母和教師的依戀,因為他/她們心智已經(jīng)逐漸成熟,獨立性逐漸增強,有更多的與同伴進行溝通的渴望,這樣,同伴依戀逐漸占據(jù)主導(dǎo)地位。相應(yīng)地,同伴關(guān)系對青少年的影響越來越大,良好的同伴關(guān)系對青少年而言,有著積極的作用,特別是對青少年處理社會關(guān)系有積極的促進作用。因此依戀與休閑阻礙中的個人阻礙和人際阻礙有一定的聯(lián)系。休閑阻礙是個體知覺到的或經(jīng)驗到的抑制或控制其參與休閑活動的因素。個人內(nèi)阻礙是指個人狀態(tài)或特質(zhì),它們限制個人參加活動的偏好。人際阻礙源于個體間的交互作用。結(jié)構(gòu)阻礙對那些對一項給定的活動有偏好的個體構(gòu)成阻礙�，F(xiàn)實中的例子包括:成本,可利用的設(shè)施(設(shè)備、團隊),活動地點和交通便捷性,以及活動的時間等。休閑無聊感是一種個體主觀的知覺感受,系個體在休閑活動中無法體驗到充分的需要滿足,無法獲得適當覺醒的主觀感受。當個體感受到休閑無聊感時,將伴隨著負面的情感與認知,知覺到休閑參與不足、涉入程度不夠,以及沒有興奮、變化與新奇的感受。對初中生而言依戀的安全性與一個人的同伴關(guān)系密切聯(lián)系在一起,而同伴關(guān)系與人際間阻礙有一定的關(guān)系,因此,對初中生而言依戀與休閑無聊感的關(guān)系主要是通過個人內(nèi)和人際間休閑阻礙建立起來的。據(jù)此,本項研究著重探討鄉(xiāng)鎮(zhèn)初中生的依戀風格、休閑阻礙與休閑無聊感的關(guān)系,據(jù)此,了解依戀風格對休閑阻礙和休閑無聊感的影響,尤其是對休閑阻礙的中介作用分析。選取260名鄉(xiāng)鎮(zhèn)初中生進行測試。使用的工具包括休閑阻礙量表,休閑無聊感量表,依戀問卷(兒童版)。主要結(jié)果如下:(1)不同依戀風格被試組在休閑阻礙總分、三個維度以及休閑無聊感的得分上存在顯著差異。(2)休閑阻礙總分以及三個維度、休閑無聊感和被試依戀風格(疏離型除外)間相關(guān)顯著。(3)休閑阻礙在安全型依戀和休閑無聊感之間起完全中介作用。(4)休閑阻礙中的人際間阻礙維度得分存在性別差異,男生得分顯著高于女生。(5)休閑無聊感得分存在年級差異,且存在性別與年級的交互作用。本項研究認為:鄉(xiāng)鎮(zhèn)初中生依戀的性質(zhì)影響休閑阻礙和休閑無聊感的形成。鄉(xiāng)鎮(zhèn)初中生的休閑生活與他們的依戀風格有密切的關(guān)系。休閑生活是鄉(xiāng)鎮(zhèn)初中生個體生活的重要組成部分。
[Abstract]:When the individual enters the adolescence period, the attachment objects begin to shift gradually, the individual has more time to stay with his peers and teachers, and the attachment objects gradually expand to the peers and teachers. Individual attachment to peers can sometimes go beyond attachment to parents and teachers because they have matured, become more independent and have a greater desire to communicate with their peers. Peer attachment is gradually taking the lead. Accordingly, peer relationship has more and more influence on teenagers, and good peer relationship plays a positive role in adolescents, especially in dealing with social relations. Therefore, attachment has certain connection with personal hindrance and interpersonal hindrance in leisure hindrance. Leisure obstruction is an individual perceived or experienced inhibition or control of their participation in leisure activities. Personal hindrance refers to a personal state or trait that limits one's preference for participating in activities. Interpersonal hindrance originates from the interaction between individuals. Structural hindrance hinders individuals who have a preference for a given activity. Examples include: cost, available facilities (equipment, teams), location and accessibility, and timing. Leisure boredom is a subjective perception of the individual, which is that the individual can not experience adequate needs in leisure activities, and can not obtain the subjective feeling of proper awakening. When individuals feel leisure boredom, it will be accompanied by negative feelings and cognition, perceived leisure participation is insufficient, involvement is not enough, and there is no excitement, change and novelty feeling. For junior high school students, the security of attachment is closely related to a person's peer relationship, and peer relationship has a certain relationship with interpersonal hindrance. For junior high school students, the relationship between attachment and leisure boredom is mainly established through personal and interpersonal leisure barriers. Based on this, this study focuses on the relationship between attachment style, leisure hindrance and leisure boredom of township junior high school students. Based on this, we can understand the influence of attachment style on leisure hindrance and leisure boredom, especially on the intermediary function of leisure hindrance. 260 junior middle school students in villages and towns were tested. The tools used include the leisure barrier scale, the leisure boredom scale, and the attachment questionnaire (children's version). The main results are as follows: (1) there were significant differences in the total score of leisure obstruction, three dimensions and the score of leisure boredom in the subjects with different attachment styles. (2) the total score and three dimensions of leisure hindrance. The relationship between leisure boredom and attachment style (excluding estrangement) was significant. (3) leisure hindrance played a complete intermediary role between secure attachment and leisure boredom. (4) there were gender differences in interpersonal barrier dimensions in leisure barriers. The scores of male students were significantly higher than that of girls. (5) the scores of leisure boredom had grade differences and the interaction between sex and grade. The nature of attachment affects the formation of leisure hindrance and leisure boredom. The leisure life of township junior high school students is closely related to their attachment style. Leisure life is an important part of township junior high school students' individual life.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：B844.2

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