论文部分内容阅读
目的:对学习成绩优异学生、学生干部和创新创业型学生的应付方式、核心自我评价、人生意义和学习动机特点进行对比研究,探讨不同类型优秀大学生的心理差异。方法:从某省9所不同高校选取被试1204人,利用应付方式问卷、中文版核心自我评价量表、中文人生意义问卷和大学生学习动机问卷进行施测。结果:方差分析的结果表明,不同类型优秀大学生在应付方式、核心自我评价、人生意义和学习动机上差异显著(F=13.45,10.52,11.38,10.02;P<0.001),不同性别优秀大学生在应付方式(t=2.87,P<0.001)、核心自我评价(t=-2.56,P<0.01)、人生意义(t=2.61,P<0.001)和学习动机(t=-1.96,P<0.01)上差异显著;学习成绩优异学生应付方式、核心自我评价、人生意义和学习动机两两之间都呈显著正相关(P<0.001),学生干部、创新创业型学生应付方式、核心自我评价、人生意义和学习动机之间均无显著相关(P>0.05);核心自我评价、人生意义在应付方式影响学习成绩优异学生学习动机中起部分中介作用。结论:不同类型、性别优秀大学生在应付方式、核心自我评价、人生意义和学习动机上存在显著差异。
Objective: To compare the coping style, core self-evaluation, meaning of life and learning motivation of students with excellent academic performance, student leaders and innovative entrepreneurship students, and to explore the psychological differences among different types of outstanding college students. Methods: A total of 1204 subjects were selected from 9 different universities in a province. The questionnaires of coping style, core Chinese self - rating scale, Chinese life meaning questionnaire and college students’ motivation questionnaire were used for testing. Results: The results of ANOVA showed that there were significant differences in coping styles, core self-evaluation, life meaning and learning motivation among different types of excellent undergraduates (F = 13.45,10.52,11.38,10.02; P <0.001) (T = 2.87, P <0.001), core self-evaluation (t = -2.56, P <0.01), life meaning There was a significant positive correlation between student coping style, core self-evaluation, life meaning and learning motivation (P <0.001), student cadre, coping styles of innovative entrepreneurship, core self-evaluation, meaning of life And learning motivation (P> 0.05). The core self-evaluation and the meaning of life play a part of the mediating role in coping with the influence of coping style on learning motivation of outstanding students. Conclusion: There are significant differences in coping styles, core self-assessment, life meaning and motivation of students of different genders and genders.