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1.
采用问卷调查法对256名大学生的成人依恋、恋爱现状及其相关性进行研究。研究结果表明,四种依恋类型中惧怕型的比例最高,安全型的最低;安全型和专注型的大学生恋爱比例高于惧怕型和冷漠型的大学生;在依恋回避上性别差异显著,在依恋焦虑上年级差异显著;有无恋爱经历在个体的依恋回避和依恋焦虑维度上差异显著。个体的成人依恋类型在一定程度上可以预测其恋爱行为。 相似文献
2.
大学生同一性发展及其与亲子依恋的关系研究 总被引：2，自引：0，他引：2
本文采用问卷法对866名大学生的同一性及其与亲子依恋之间的关系进行了研究.研究结果表明:大学生同一性地位类型在各年级的分布中,混乱型和延缓型所占的比例最多,而排他型和成就型所占的比例较少;大学生同一性发展存在一定的性别差异;在父子依恋的交流和疏离维度上以及母子依恋的所有维度上,不同同一性地位类型的差异非常显著,混乱型个体的依恋状况最差;父子依恋和母子依恋,对不同性别大学生的同一性发展有不同的预测作用.这一研究对于深化对依恋理论与同一性理论之间关系的理解,促进这两个理论的融合与发展具有一定的理论意义,对青少年的成长也有一定的现实指导作用. 相似文献
3.
对国外成人依恋量表(Adult Attachment Scale,AAS)翻译后分两次对国内799名大学生施测,删除不合适的项目后检验其信效度,结果表明：修订的 AAS 分为依恋回避和依恋焦虑两个维度,依恋回避维度包括7个项目、依恋焦虑维度包括6个项目;探索性因素分析显示项目因子载荷在0.42~0.75之间,两个因素共可解释总体变异的45.23%;验证性因素分析的各项拟合指数均较为理想;依恋回避和依恋焦虑两个维度的会聚效度、区分效度、效标效度、α系数、组合信度均达到了心理测量学的要求。修订的 AAS 能真实和稳定地测量大学生的成人依恋,可以作为评估工具在以后的研究中加以运用。 相似文献
4.
李欢 《高等教育研究学报》2015,38(2):25-32
大学生成人依恋状况历来是高校思政工作的重点和学界研究的焦点。借用亲密关系经历量表对武汉市五所在校大学生进行施测,探究当前大学生的成人依恋现状,而后从个体视域和家庭视域对大学生成人依恋的焦虑维度和回避维度进行分析。研究发现,在校大学生的成人依恋类型所占比例分别为:恐惧型(31%)、迷恋型(25.9%)、安全型(21.8%)、冷漠型(21.3%)。就个体视域而言,性别、专业、年级对于大学生成人依恋的焦虑维度和回避维度都不显著。就家庭视域而言,家庭来源、父母文化程度在大学生成人依恋的回避维度上有显著影响;而在焦虑维度上则没有显著影响。最后对研究结论进行分析和讨论,探究其产生的内在机理。 相似文献
5.
对国外成人依恋量表(Adult Attachment Scale,AAS)翻译后分两次对国内799名大学生施测,删除不合适的项目后检验其信效度,结果表明:修订的AAS分为依恋回避和依恋焦虑两个维度,依恋回避维度包括7个项目、依恋焦虑维度包括6个项目;探索性因素分析显示项目因子载荷在0.42~0.75之间,两个因素共可解释总体变异的45.23%;验证性因素分析的各项拟合指数均较为理想;依恋回避和依恋焦虑两个维度的会聚效度、区分效度、效标效度、α系数、组合信度均达到了心理测量学的要求。修订的AAS能真实和稳定地测量大学生的成人依恋,可以作为评估工具在以后的研究中加以运用。 相似文献
6.
浪漫依恋也称婚恋依恋,是指伴侣间的一种情感联结。依恋模式的稳定性至今仍存在争议。在消极情境下依恋系统会被激活,同时引起相应的情绪,使伴侣之间的交流互动产生变化。跨文化研究显示,部分文化可能不适合用两种维度或四种类型进行划分,这当中‘涉及测量工具的等值问题。中国化的浪漫依恋研究须考虑文化的特殊性,中国伴侣含蓄的情感表达方式、夫妻相敬如宾等传统儒家观点有可能是导致文化差异的原因。我们强调研究方法需更符合中国化,同时对未来浪漫依恋发展趋势进行了探讨。 相似文献
7.
采用李同归修订的亲密关系经历量表(ECR)和恋爱满意度问卷(RST)对郑州大学230名大学生进行调查,探讨大学生依恋类型与恋爱满意度的关系。结果表明大学生在依恋回避和依恋焦虑两个维度上差异显著;安全型大学生所占比例最高(68%);安全型被试恋爱关系满意度较高,而害怕型被试恋爱关系满意度较低。 相似文献
8.
目的:了解大学生依恋类型与抑郁状况之间的关系。方法:对281名大学生进行亲密关系经历量表和流调中心用抑郁量表测验。结果:1.大学生群体的依恋类型分布为安全型依恋类型占14.9%,惧怕型占41.3%,专注型和冷淡型分别为21.4%和22.4%。2.不同依恋类型的大学生在抑郁状况方面的差异显著,事后多重比较发现安全型的抑郁状况显著低于其他三种类型,而其他类型之间的差异不显著。3.抑郁与依恋回避、依恋焦虑之间均存在显著的正相关。结论:抑郁与成人依恋类型之间存在密切的关系。 相似文献
9.
亲人的丧失意味着依恋关系的中断。丧亲者的依恋类型影响悲伤辅导的效果,本文阐释了依恋的理论背景、依恋类型、内部工作模型、有关依恋的临床应用的论述和实证研究,为悲伤辅导提供了参考。 相似文献
10.
依恋是儿童早期生活中最重要的社会关系,也是影响个体社会性发展和人格构建的重要因素.儿童依恋障碍的产生与父母的养育方式、儿童自身的气质类型、父母依恋类型及自身性格特点等因素有关.对于无依恋障碍的儿童,重点在于预防.治疗儿童的依恋障碍应以依恋障碍治疗模型为指导,针对不同类型的依恋障碍采用双向发展心理疗法、音乐疗法、游戏疗法、家庭疗法等不同的治疗方法. 相似文献
11.
雍瑾 《南京晓庄学院学报》2004,20(3):102-105,114
本文主要阐述了不同类型的语篇在进行翻译时应同语境的三个层次相结合。本文分别从交际层次、语用层次、符号学层次三个角度对语篇翻译进行了探讨 ,其真正的目的是为了探讨如何将语境三层次应用到具体的语篇翻译中 ,以解决翻译中的实际问题 相似文献
12.
Richard Holt 《Communication quarterly》2013,61(2):225-245
The work of the Mikhail Bakhtin circle is examined to discover useful intersections between their approach to situated talk and that of conversation analysis (CA). Although the Bakhtin and CA come from distinctive traditions, they are shown to share many concepts about the analysis of conversation., Comparing the approaches yields three Bakhtinian dimensions of language: open and closed perception, ownership, and incompleteness. These dimensions are applied to three well‐known samples from the literature on analysis of talk, demonstrating how the problem space in analysis of talk can be expanded. The work of the Bakhtin circle is thus shown to be a valuable addition to the investigational repertoire of the conversation analyst. 相似文献
13.
Quality of Learning on an MBA Programme: The impact of approaches to learning on academic performance 总被引：1，自引：0，他引：1
ANGUS DUFF 《教育心理学》2003,23(2):123-139
This investigation: first, examines some psychometric properties of the scores obtained on a 30 item short form of the Revised Approaches to Studying Inventory (RASI) using samples of postgraduate management (MBA) students (n=75); second, examines the relationship between scores on the three dimensions of the RASI and background variables of age, gender and prior educational experience; third, tests for any relationship between the background variables and academic performance as measured by four distinct types of assessment; and fourth, examines the relationship between scores on the three dimensions of the RASI and academic performance. No previous published work has examined the approaches to learning of postgraduate business students. Key findings include: the instrument has satisfactory psychometric properties; and scores obtained on the RASI using samples of MBA students are good predictors of academic performance in continuous assessment tasks but poor predictors of performance in examinations and oral presentations. 相似文献
14.
陈武英 《徐州师范大学学报(哲学社会科学版)》2012,38(5):141-145
作为人类认识世界的一种特殊认知活动,心理模拟包含了反事实思维,也包括了前事实思维。心理模拟是对一些事件或系列事件的功能或过程的想象表征,具有问题解决和情绪调节两方面的功能。在REM模型分析反事实思维的基础上,IGOA模型将心理模拟划分成八种类型,并对每种类型从三种维度进行了分析。心理模拟受到动机、人格、情绪状态、时间、环境、结果等内部和外部多种因素的影响。心理模拟的性质、类型、功能正在受到越来越多的关注,并被广泛应用到各种相关的领域。以往心理模拟的研究偏重于反事实思维,今后应在其他类型的心理模拟上深入探究,并重视外界文化、语言因素及个体自身因素对心理模拟的影响,从发展的角度考察心理模拟的形成与变化。 相似文献
15.
《The Journal of educational research》2012,105(8):369-372
AbstractThis study compared the attitudes of high school juniors toward three types of institutions: 4-year colleges, 2-year colleges, and the “ideal college.” Students rated each institution on forty attitude dimensions. Attitudes toward 4-year colleges were more favorable than attitudes toward 2-year colleges on twenty-seven of the forty dimensions; fifteen of these differences were statistically significant. In contrast, 2-year colleges received more favorable ratings on twelve dimensions, with only five of the differences being significant. The correlation between ratings of the 4-year college and the ideal college was + .601, which was significantly higher than the correlation of + .437 between ratings of the 2-year college and the ideal college. When student attitudes were factor analyzed, three dimensions were identified: Social Activities, Supportive Interpersonal Environment, and Intellectual Climate. The data indicate that high school students have more favorable attitudes toward 4-year than 2-year colleges, and that they do not share the perceptions of community college proponents concerning certain advantages of attendance at 2-year colleges. These findings may have implications for college attendance plans made by students, and for their performance in college. 相似文献
16.
《Teaching and Teacher Education》1996,12(3):315-325
The Problems in Teaching Scale (PITS) was developed to assess the strategies used by teachers to cope with school stressors. The measure was developed based on the theory of Lazarus and Folkman [Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer] which emphasizes a coping process in which individuals appraise potential stressors and based on these appraisals develop adaptive and/or maladaptive coping strategies to deal with them. A study with 105 middle, junior high, and senior high school teachers was conducted to evaluate the psychometric properties of the PITS. Teachers indicated how they coped with three types of stressors: a serious student problem, a serious problem with an administrator or teacher; and typical problems with preparing for class. Factor analytical results suggested that three dimensions underlie the PITS and that these dimensions tend to generalize across the three types of stressors. In addition, consistent with the coping theory, the pattern of means for the PITS varied as a function of the type of stressor. These and other results generally supported the use of the PITS to assess the coping strategies of teachers. 相似文献
17.
A recent focus on attachment and trauma awareness (ATA) in schools has led to whole-school training programmes and evaluations. The outcomes have been positive; however, the dominant focus of research is on the implementation of whole-school ATA in mainstream settings. This project adopted a case study to explore how the training and approaches had been implemented in a school community, including a special school and pupil referral units. Data were collected from three semi-structured interviews with staff in varying roles, and the views of 11 pupils were obtained via a classroom activity as supplementary data. Thematic analysis highlighted five key themes which directly answered the three research questions, namely: strategies and approaches used; pupil outcomes; facilitators to implementation; barriers to implementation; and training and improvements. It is hoped that this study will help further professional understanding and implementation of ATA in non-mainstream settings. The implications and limitations of the study are discussed. 相似文献
18.
李劲荣 《赣南师范学院学报》2008,29(1):87-91
语法学界对ABB式形容词的构造方式尚无定论,原因是BB的性质不容易把握。如果把词汇意义的完全虚化作为确定词缀的主要标准,那么ABB式形容词中的BB大多数是词根,少部分是词缀。根据A的性质与BB的特点,可以把现代汉语ABB式形容词划分为三种结构类型:派生式、主谓式和后补式。 相似文献
19.
以四所中学初一至高三六个年级的学生为被试,用问卷调查的方式,探讨青少年依恋的发展特点,结果发现:不论是家庭依恋还是朋友依恋在青少年群体中依然可以分为四个类型;青少年依恋风格分布的稳定性与文化和个体自身特征及其发展规律紧密相联;家庭依恋与朋友依恋两种不同的依恋关系在风格上存在着迁移性,但异变因素仍然存在;初三年级(大约16岁)是青少年阶段依恋发展的一个特殊时期. 相似文献
20.
This study examined the cognition of five pairs of high school students over time as they built quantitative ecological models using STELLA software. One pair of students emerged as being particularly proficient at learning to model, and was able to use models productively to explore and explain ecological system behaviors. We present detailed contrasts between this and the other pairs of students' cognitive behaviors while modeling, in three areas that were crucial to their modeling productivity: (a) focusing on model output and net interactions versus on model input and individual relationships when building and revising models, (b) exploring the nature and implications of dependencies and feedbacks versus just creating these as properties of complex systems, and (c) using variables versus constants to represent continuous and periodic functions. We then apply theories of the multifaceted nature of cognition to describe object-level, metalevel, and emotional dimensions of cognitive performance that help to explain the observed differences among students' approaches to STELLA modeling. Finally, we suggest pedagogical strategies for supporting all types of students in learning the central scientific practice of model-based quantitative thinking. 相似文献