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1.
对山西几所高校大学生自信状况的调查研究 总被引：4，自引：0，他引：4
刘玉君 《山西财经大学学报(高等教育版)》2001,(4):76-78
利用Shrauger设计的个人评价问卷（Personal Evaluation Inventory），对大学生自我评价的一个方面-自信进行了调查研究。结果表明：1.大学生随着年龄的升高，自信水平呈现下降的趋势。2.男大学生的自信水平高于女大学生，但在年级之间差异表现不同。3.获过奖的大学生的自信水平高于未获过奖的，二差异显。4.大学生在自信的六个维度上水平不同。 相似文献
2.
采用贝姆性别量表(BSRI),对浙江省745名大学生的性别角色分化情况进行调查,结果:(1)大学生性别角色各类型的分布有显著性差异,双性化的比例为75.5%,显著高于未分化、男性化和女性化。(2)男生性别角色类型在专业上有显著差异,女生无显著差异。(3)男女生的性别角色差异随年龄的变化而显著变化,女生更加男性化,朝向双性化发展;男生继续向男性化发展。基于此,应开展面向大学生的双性化教育,大学生应接受抗压训练等教育。 相似文献
3.
李雄 《武汉工程职业技术学院学报》2019,(2)
为了了解当代女大学生性别角色类型、家庭教养方式的特点以及二者之间的关系,采用了刘电芝等人编制的大学生性别角色量表(CSRI-50)和岳冬梅等人修订的父母教养方式评价量表(EMBU)对290名在校女大学生进行测试。发现女大学生性别角色类型分布依次为双性化、未分化、女性化和男性化,且不同性别角色类型的分布差异显著;父、母情感温暖理解和母亲过度干涉保护在是否独生上差异显著;父、母亲情感温暖理解在不同年级上差异显著;父、母亲情感温暖理解和父亲惩罚严厉在不同文化程度上存在显著差异;在父、母情感温暖理解上,未分化得分均显著低于其他水平。研究结论:(1)女大学生性别角色类型主要是双性化和未分化。(2)独自子女会得到更多的父母情感温暖理解及母亲过度干涉保护;大四的女大学生得到的父母亲情感温暖理解更少;当父母的文化程度越高时,女大学生会得到更多的父母情感温暖理解,而当父亲文化程度较低时,父亲会表现的更严厉。(3)性别角色为未分化的女大学生,会更少感受到父、母情感温暖理解,同时,她们会感受到父、母更多的拒绝否认以及其父亲会更加的严厉。 相似文献
4.
客家籍大学生性别角色研究 总被引：3，自引：0，他引：3
本研究采用钱铭怡等人编制的大学生性别角色量表 ,对 5 3 2名嘉应学院大学生进行测试。结果发现 :客家籍大学生的性别角色类型分布结果与钱铭怡等人的研究非常相似 ,与广州地区大学生的调查研究结果也无明显差异。这表明所用量表信度、效度较高 ,同时也说明客家籍大学生的个体社会化发展与大学生群体的发展是一致的。本研究结果表明 :客家籍与非客家籍大学生性别角色类型分布无显著差异 ,本科生与专科生、文科生与理科生在性别角色类型分布上均无显著差异 相似文献
5.
目的:探讨不同性别角色类型大学生的社交焦虑水平及两者之间的关系。方法:采用贝姆性别角色量表(BSRI)和交往焦虑量表(IAS),整群随机抽取400名大学生进行调查。结论:(1)被调查大学生中双性化人格比例明显高于其他性别角色类型。(2)大学生的社交焦虑水平普遍较高。(3)双性化人格特质与良好情绪状态具有较高的相关性,表现为双性化人格大学生的社交焦虑水平最低。 相似文献
6.
通过采用性别角色量表和成就动机量表对客家籍大学生进行研究。结果表明,大学生"双性化"性别角色发展趋势明显,客家籍与非客家籍大学生性别角色类型差异不显著;大学生成就动机水平存在显著的性别、专业与地区差异,客家籍大学生有着更强的成就动机;性别角色与成就动机存在显著的相关,男性化者成就动机水平最高,双性化者次之,未分化者最低。社会、学校、家庭应塑造大学生良好的性别角色形象,弘扬客家文化的优良传统,促进大学生成长与成才。 相似文献
7.
对福建省民办高校大学生的性别角色与社会适应水平的关系进行研究,结果发现不同的性别角色导致大学生的社会适应能力表现出显著差异。在四种性别角色类型中,男性化和双性化的社会适应能力比女性化和未分化更高,而社会适应能力最好的性别角色是男性化,其次为双性化,未分化的社会适应能力一般,而女性化的社会适应能力最差。这一结果和前期大部分研究支持双性化是理想型性别角色的观点稍有不同。福建省三所民办高校大学生中普遍表现出社会适应性一般。 相似文献
8.
对福建省民办高校大学生的性别角色与社会适应水平的关系进行研究,结果发现不同的性别角色导致大学生的社会适应能力表现出显著差异。在四种性别角色类型中,男性化和双性化的社会适应能力比女性化和未分化更高,而社会适应能力最好的性别角色是男性化,其次为双性化,未分化的社会适应能力一般,而女性化的社会适应能力最差。这一结果和前期大部分研究支持双性化是理想型性别角色的观点稍有不同。福建省三所民办高校大学生中普遍表现出社会适应性一般。 相似文献
9.
目的为了解师范大学生的自信现状。方法为运用个人评价问卷(PEI)的方式对重庆三所高校中随机抽取的306名师范专业的大学生进行调查。结果为男师范大学生自信评价水平高于女师范大学生,特别是在体育运动方面;来自农村的师范大学生仅在学业表现方面自信评价水平高于来自城镇的师范大学生;除学业表现方面外,艺体类师范大学生自信评价水平高于文科类师范大学生。结论为社会、学校、家庭都应提高对师范大学生自信的重视程度,应针对不同群体的师范大学生采取不同的培养方式,以提高师范大学生的自信水平。 相似文献
10.
《黑龙江教育学院学报》2017,(1):130-132
调查了192名非专业英语大学生性别角色的情况,并考察性别角色和外语学习成绩的关系。研究结果显示:双性化和未分化的被试占主导,比例远远高于男性化和女性化;性别角色呈现动态变化的趋势;不同性别角色的被试在学习成绩上差异显著,表现在未分化类型被试成绩显著低于其他三类被试;女性特质与学习成绩呈显著正相关,但对学习成绩的贡献有限。这说明学习成绩还受到其他诸多因素的影响。最后,基于复杂理论探讨研究结果对中国英语教学的启示。 相似文献
11.
研究性学习的实施关键在于教师。本文通过对中学研究性学习任课教师的调查 ,分析了研究性学习中教师角色认识和转变的基本情况。其结论 :把研究性学习设置为独立课程需要进一步实验研究 ;研究性学习中教师的理想角色和实践角色存在差距 ;升学考试是教师角色转变不明显的主要原因 ;教师自身是教师角色转变明显的主要原因 ;不同教龄、不同性别、不同任教科目的教师在角色认识和角色转变方面均无显著差异。 相似文献
12.
Kelly Tepper 《Structural equation modeling》2013,20(2):165-190
Although several studies in social psychology suggest that male participants are more likely than female ones to engage in individuating behaviors, other studies have found no gender differences in willingness to perform individuating acts. This study posits that differences in findings across past investigations may be attributed to the chosen domain of individuating behavior. The content of the Individuation Scale (Maslach, Stapp, & Santee, 1985) is examined in terms of Bakan's (1966) agency‐communion theory to identify two types of individuating behaviors that are consistent with men's gender role orientations (i.e., eliciting conflict, leadership), one type of individuating behavior that is consistent with women's gender role orientations (i.e., personal disclosures), and a gender‐neutral type of individuation (i.e., performance). Responses to the scale are obtained from a sample of business school students (N = 273) and a more heterogeneous mail survey sample (N = 621). A sequence of measurement invariance tests of a 4‐factor correlated model of the individuation measure indicates a high degree of equivalence in the meaning of the measure across gender groups. Subsequent latent‐means structure analysis examines gender differences in willingness to perform the 4 types of individuation behaviors captured in the scale. In the student sample, there were no mean differences in willingness to perform any of the 4 types of individuating acts. However, in the mail survey sample, findings of mean differences supported hypotheses derived from agency‐communion theory: For men as compared with women, the latent means for leadership and eliciting conflict were higher and the latent mean for personal disclosure was lower. 相似文献
13.
Sharon D. Crozier 《International journal for the advancement of counseling》1990,13(3):227-239
The salience of five life roles for 171 Canadian teachers was investigated by administering the Life Roles Inventory and having the teachers keep a Daily Log for one week to indicate the time spent in each life role. Multivariate analysis was used to determine if the independent variables of sex, age, marital status, parental status would make a significant difference in the lifestyle profile of the teachers. The results were compared against two other major Canadian studies utilizing the Life Roles Inventory. Canadian teachers appear to have two significant life roles: work and home and family. Work is ranked first in terms of the temporal dimension whereas home and family is more significant in terms of the teachers' emotional involvement. This profile of salient life roles was consistent across all three Canadian studies for both males and females. Few significant differences were found in the lifestyle profiles of teachers categorized according to personal characteristics. Implications for career counselling using a life roles model are discussed. 相似文献
14.
Li-Ming Chen 《教育心理学》2017,37(5):599-610
This study aimed to develop a new scale to examine primary and secondary school students’ perceptions of the severity of cyberbullying behaviours, and to explore further whether differences exist in the means of gender, grade and participant role. A total of 707 primary and secondary school students (M = 14.7) in Taiwan participated in this study. Two Olweus-like global items were used to identify students’ participant roles. A self-reported cyberbullying severity scale (CSS) was developed and validated by Rasch measurement. Results of this study supported the reliability and validity of the 16-item CSS. Impersonation was rated as the most serious type of cyberbullying. Cyberbullying behaviours that occurred in private were rated as less severe than were those that occurred in public. A Rasch latent regression analysis revealed that some gender and involvement effects were found, but no statistically significant difference was found among means of four participant roles. The behavioural hierarchy of cyberbullying severity, mean differences among personal attributions and cyberbullying intervention are discussed at the end of the article. 相似文献
15.
社会性别角色获得与民族文化系统 总被引：6，自引：0，他引：6
个体性别角色定型是一种文化上的规定性。它既是民族心理的重要表征 ,又是民族社会化的重要体现。不同民族所处的文化环境对这个民族性别角色的形成发生重要的影响。要研究民族的深层心理问题 ,就需要对性别角色及其获得进行研究 ,需要对相关的社会文化因素进行研究。 相似文献
16.
Ulpukka Isopahkala-Bouret 《Studies in Continuing Education》2013,35(1):69-84
The purpose of this study is to investigate the nature of learning in work role transitions from specialist roles to managerial roles in a context of a large international technology organisation. Prior theorisation of learning in role transitions has been based on quantitative, psychologically-oriented studies prescribing different role and personal attributes related to work adjustment. Personal experiences have received only a superficial or instrumental part in most of the preceding studies. Therefore, this study draws upon a transformative learning theory to outline an interpretative framework and focuses on in-depth, narrative analysis of a small number of role transition experiences. As a result, the study reveals how first-time project managers and team leaders wonder about their abilities and actions; compare ‘self’ with role models; and become aware of the power aspect of managerial roles. Such reflection eventually leads to a perspective transformation regarding ‘self’ and new roles. However, it also involves adaptation to the prevailing organisational norms, values, and leadership ideals. The study will add to our understanding of learning in transitions and inform those working in the human resource development or otherwise involved in the organisational transfer processes. Moreover, it reminds that perspective transformations should not be taken innocently as examples of ‘empowerment’, but critically concern why transformative learning is encouraged at work nowadays and what purposes it serves. 相似文献
17.
《Journal of Further & Higher Education》2012,36(2):109-118
This article aims to explore the relationship between gender and 'race' when teaching a course on 'race', class and gender to women's studies students at a university. It will explore how the racial background and gender of the lecturer may affect the relationship she has with the students and how they see her role as a teacher of 'race' and gender. It will examine how teaching can be and is related to our personal subjective experiences such as our gender, 'race', class, sexuality and age. Whilst most students welcomed the opportunity to discuss issues around 'race' and racism, for some (mostly Black and Asian students) this was often seen as a painful experience based on past experiences. For others (mostly white women) the opportunity to discuss and hear about the experiences of Black and Asian women was something they valued. The article goes on to argue that teaching students about sensitive subjects such as 'race' can be affected not only by the personal experiences of the lecturer, but also by their racial identity and their gender. Indeed, such identities can also affect how students feel about such subjects and how they, in turn, experience their learning. 相似文献
18.
Traditional and evaluative aspects of flexibility regarding transgressions across several domains (masculine and feminine gender roles, moral rules, social etiquette, and physical law) were assessed in 24 4-year-olds, 40 8-year-olds, and 46 college undergraduates. Traditional and evaluative aspects of flexibility yielded distinctly different patterns of response. Data indicated an age-related increase in flexibility on traditional measures (i.e., traditional rule flexibility, cultural relativity) for transgressions in all domains, except physical laws. In contrast, subjects in all age groups were consistently negative in their evaluations of transgressions in moral rules, etiquette, and masculine gender roles. Female subjects viewed masculine gender role transgressions with greater flexibility and less negativity than did male subjects. Results demonstrate the multidimensional character of flexibility development in different social and physical domains. Results suggest that masculine and feminine gender roles and social etiquette may not fall within a common domain of social convention. 相似文献
19.
《Journal of moral education》2012,41(2):121-140
The study addresses two separate but related issues in connection with people's real-life moral decisions and judgements. First, the notion of moral orientation is examined in terms of its consistency across varying contexts, its relation to gender and to gender role. Secondly, a new aspect of moral reasoning is explored--the influence on moral decision-making of considering the consequences of an action. Fifty-eight undergraduate students were asked to discuss two personal and two impersonal real-life moral dilemmas. The results reveal a significant interaction between gender role and type of dilemma. However, moral orientation was not consistent across various dilemmas and gender was not related to any particular orientation. Also the results indicate a significant difference between the reasoning of consequences of personal-antisocial conflicts and impersonal-antisocial conflicts. These findings suggest that different moral orientations may be embedded in life experience and connect with an individual's sense of his or her moral identity in real-life situations. 相似文献
20.
Mothers' Concepts of Young Children's Areas of Personal Freedom 总被引：2，自引：0，他引：2
White suburban working- to upper-middle-class mothers ( N = 40) of children ages 5 and 7 were interviewed regarding their concepts of children's areas of personal discretion, autonomy, and individuality. Mothers treated standardized moral, conventional, and prudential items as issues that mothers should control, while standardized personal items were treated as up to the child. In open-ended interviews, mothers reported setting limits around issues of safety, family conventions, and daily routines but permitted children to make decisions about food, recreational activities, clothes, and playmates. Mothers viewed mother-child conflict as occurring over these same issues and viewed children's choices as helping them to develop autonomy and competence. Mothers viewed their roles as educators and nurturers and valued the development of individuality in their children, which was thought to emerge in infancy or toddlerhood. Few age differences were observed, but gender differences were found in the ways mothers characterized boys and girls' resistances to parental authority and in the content of mother-child disputes. Results were interpreted in terms of the emergence of the personal domain in children. 相似文献