共查询到19条相似文献，搜索用时 171 毫秒
1.
目的：探讨贫困大学生社会支持与自我和谐的关系。方法：采用社会支持评定量表和自我和谐量表测量360名大学生。结果：贫困大学生与非贫困大学生在社会支持与自我和谐方面不存在显著差异,但是贫困大学生的社会支持对自我和谐的影响显著高于非贫困大学生。结论：经济状况在社会支持与自我和谐的关系中发挥着调节作用。 相似文献
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贫困大学生总体上综合能力较好,各项能力的发展从好到坏依次是适应能力、学习能力、人际交往能力、实践能力、创新能力;与非贫困生相比,贫困大学生的学习能力略强。创新能力略弱,人际交往能力、适应能力和实践能力处在两个极端的比例均高于非贫困生中相应比例;除了大学生中普遍存在的问题之外,经济贫困在很大程度上制约了众多贫困大学生能力的发展;要真正促进贫困大学生的发展,仅仅依赖经济上的资助是不够的,要给他们提供更多的实践机会和专业发展的机会。 相似文献
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贫困大学生总体上综合能力较好,各项能力的发展从好到坏依次是适应能力、学习能力、人际交往能力、实践能力、创新能力;与非贫困生相比,贫困大学生的学习能力略强,创新能力略弱,人际交往能力、适应能力和实践能力处在两个极端的比例均高于非贫困生中相应比例;除了大学生中普遍存在的问题之外,经济贫困在很大程度上制约了众多贫困大学生能力的发展;要真正促进贫困大学生的发展,仅仅依赖经济上的资助是不够的,要给他们提供更多的实践机会和专业发展的机会. 相似文献
4.
麦清 《天津市教科院学报》2012,(1):28-30
中国目前的贫困大学生数量相当大。除了经济困难,贫困还给大学生带来学习、心理、人际交往等多方面的不良影响。贫困大学生面临的非物质方面的问题日益严重,这引发了对我国当前高校贫困生救助机制的反思。我国传统的社会救助概念比较强调救助的物质性、经济性,但仅有物质上的帮扶还远远不能解决贫困生面临的问题,如果那些非物质的支持没有跟上,如素质能力较低、社会关系和情感上的体验不良等,就会导致贫困生不能善加利用物质方面的支持。因此,应该构建一个完善的贫困大学生救助体系,通过各类物质资助和非物质方面的相应服务,使贫困大学生得到充分有效的支持和救助。 相似文献
5.
贫困大学生的社会支持网络是由具有相当密切关系和一定信任程度的人所组成的,它是个人的一种重要社会资源。贫困大学生获得的最多的社会支持来自于父母,其次是同学、朋友和老师,其中女生获得的社会支持多于男生,文科学生多于理科学生。贫困大学生获得的社会支持种类有:经济支持、情感支持、信息支持和陪伴支持。其中来自于父母的经济支持,来自于同学、朋友和老师的情感支持是社会支持的重要方面。为贫困大学生构筑完善的社会支持网络,解决其生活、就业和心理健康等问题是全社会的共同责任。 相似文献
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张婷婷 《黑龙江教育学院学报》2011,30(1):99-101
以衡水学院137名贫困生和150名非贫困生为对象,采用症状自评量表(SCL-90)和自卑感量表(FIS)进行测试。结果表明,贫困程度越高,大学生的心理健康水平越差,自卑感越强;一等贫困生在各因子得分上均显著高于非贫困生,三等贫困生与非贫困生各因子之间均不存在显著差异,二等贫困生仅在躯体化、敌对和外貌自信三个因子上显著高于非贫困生;不同贫困等级大学生心理健康阳性与阴性人数比例存在显著差异,不同等级贫困大学生自卑感阳性与阴性人数比例差异濒临显著水平。 相似文献
8.
本研究以SCL-90症状自评量表和肖水源《社会支持量表》为工具,对伊犁师范学院328名少数民族贫困大学生的心理健康状况和社会支持水平及两者之间的关系进行了测查分析,结果显示少数民族贫困生心理适应问题较突出,主要表现在焦虑、恐怖、强迫、偏执等方面;少数民族贫困生社会支持总分、主观支持与SCL-90各因子除了敌对、恐怖因子外,均存在显著负相关。其中客观支持与SCL-90中抑郁、焦虑、偏执因子存在显著负相关,对支持的利用与SCL-90各因子无显著相关。为此,政府、高校和社会要从解决少数民族贫困大学生经济困难、重视少数民族贫困生心理健康教育、提高少数民族基础教育水平、建设多元一体校园文化环境等方面入手,以促进少数民族贫困生的心理健康和良性发展。 相似文献
9.
独立学院贫困生是一个非常特殊的群体,经济上的贫困往往使他们心理上出现各种问题。本文采用症状自评量表(SCL-90)对独立学院393名贫困大学生基本状况及其存在的心理健康问题进行了分析,结果表明,独立学院贫困生较普通高校贫困生存在更为严重的心理问题,独立学院不同性别、城乡、是否独生、是否担任班干部等不同群体的贫困生之间心理健康水平也存在差异。另外,社会支持各因子得分贫困大学生明显低于非贫困大学生。进一步的相关分析显示独立学院贫困大学生的心理健康状况与社会支持之间存在显著相关,社会支持水平越低,心理健康障碍越严重。 相似文献
10.
中西部十省高校贫困生生活与受资助现状调查 总被引：6，自引：0，他引：6
对中西部10省17所高校的9641名大学生的调查结果表明,中西部高校贫困生的比例约为32%,比全国平均水平高12%。贫困大学生中,有88.3%来自农村,有93%的家庭月总收入低于1500元。在日常消费中,贫困生用于饮食、学习的比例显著高于非贫困生,用于上网的比例与非贫困生没有显著差异,用于人际交往、衣服和通讯的比例显著低于非贫困生;家庭供给资金占贫困生总收入的51.8%,占非贫困生总收入的79.7%。贫困生补助金、勤工助学岗、助学贷款三项助学措施的总覆盖率为78.5%,三项收入平均占贫困生总收入的33%;在资助力度上,每学期贫困生人均获得的贫困补助金为893.6元,勤工助学补助金约为467元,助学贷款约为3805元。需要助学贷款的贫困生有90%,约有46%的贫困生能够获得助学贷款。 相似文献
11.
Lynn M. Sikma 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):317-341
In this research, I investigated the social support networks of four novice elementary teachers. Data were obtained through one-on-one interviews, egocentric social network map creation, and observations. Though the four teachers had varying levels of satisfaction, at the completion of their second year of teaching, all four expressed intent to remain in their positions and the profession. Examination of the four teachers’ social support networks and work contexts suggests that these novice teachers need and value the following supports: emotional, contextual, relational, academic, and social. The types of supports each of the four teachers accessed were functions of the type and locations of the relationships they formed but also reveal the priority the teachers placed on the various supports. 相似文献
12.
为了深入了解后进生学科偏好形成的原因,采用质性访谈的方法对来自11所学校的21名初中生进行了研究。结果发现,来自教师的情感支持、学业支持、教学支持对学科偏好影响巨大,家人支持和同辈支持也会产生一定的影响,自我效能感在社会支持对学科偏好的影响中起到一定的中介作用,但后进生在多门科目学习中缺乏良好的社会支持。 相似文献
13.
The connections between an international student’s communication network, perceived social support, and intercultural adjustment are not well understood. This study aims to test the network–support–adjustment path among international students. With data collected from 215 international students studying at a large U.S. university, path model analyses showed that tie strength, a relational characteristic of one’s communication network, was positively associated with perceived emotional support, which in turn was positively related to sociocultural adjustment. In contrast, network density and proportion of U.S. ties were not associated with perceived informational support, although perceived informational support was found to contribute to enhanced psychological adjustment. Therefore, the network–support–adjustment path was only partially supported with the current data. This article discusses theoretical and practical implications of these findings. 相似文献
14.
First year university is an important transition context for students. The present study examined the relationship between
adjustment and support types, sources and levels of support, and satisfaction with levels of support, for first year students
in an Australian university. Comparisons were made between young (17–21 year olds) and mature-aged students and local and
international students. Findings indicate that well-adjusted students reported higher levels of social companionship support
than the less adjusted group. Many students would have liked more support overall. In comparison to the local group, international
students would have liked to receive more emotional, practical and informational support. The implications for service provision
and university strategies are discussed. 相似文献
15.
ABSTRACTInternational doctoral students’ sojourn encompasses three transitional processes: to the new country, to the university and to a new academic identity as a researcher in a specific discipline. This article examines the role of social networks in facilitating these transitions for international doctoral students at one South African university. It is based on qualitative interviews conducted with 23 international PhD students representing eight different disciplines and various countries in Africa. The findings suggest that students are involved in a number of social networks, which all, apart from the academic network, exclude local students. This close-knit co-national network, while providing international PhD students with a well documented survival mechanism, may hinder their international experiences and limit the acquisition of the inter-cultural skills necessary for global citizenship in the twenty-first century. The findings also indicated that family networks back home played a role in instilling worries and doubts among students related to xenophobic attacks against foreigners. 相似文献
16.
Emmy Vrieling Antoine van den Beemt Maarten de Laat 《Studies in Continuing Education》2019,41(1):76-93
It is increasingly recognised that social learning by teachers can stimulate professional development. In this study, we search for the social behaviour patterns which can act as a catalyst for professional development, with an explicit focus on student teachers’ learning. Based on the ‘Dimensions of Social Learning (DSL) Framework’, including 4 dimensions and 11 indicators of social learning, the present study explores the social configuration of one network of primary teachers (n?=?12), student teachers (n?=?12) and teacher educators (n?=?2). Two research questions guide this exploration: (1) What patterns of social behaviour in teacher networks are likely to lead to professional learning? (2) What network facilitation guidelines can be discerned to assist teachers and teacher educators wishing to optimise student teachers’ professional development? Data collection consisted of video recordings, reflective notes and semi-structured interviews with network members. The findings paint a picture of how social learning in teacher networks is related to the group’s social configuration. Observation criteria and student facilitation guidelines are suggested to support professional development within teacher networks. For each dimension in the DSL Framework, one point of attention is discerned to optimise students’ learning in teacher networks. 相似文献
17.
Students’ transition to academia comes with a number of challenges which, if inadequately addressed, may negatively affect their academic performance and psychological well‐being. Hence, the question of support becomes critical and has been reflected in the variety of practical measures to provide support with learning and facilitate newcomers’ integration into higher education. However, while forms of institutional aid have increased and diversified in recent years, the kind of support the students actually need and prefer to use – from the pool of available resources – remains insufficiently understood in current research. To address this gap, this paper advocates a social network approach to first‐year students’ experiences of coping with academic life and suggests an agenda for further investigation, which would contrast support ‘from above’ and support ‘from below.’ 相似文献
18.
AbstractWe focus on transition from school or employment to university and analyze how social network characteristics and the quantity of social capital (SC) influence the assessment of help in selecting a program of study. We analyze data of undergraduate students at a German university and find that SC has an amount and a context effect. First, we assume that in networks where students find a lot of SC, they also receive helpful advice. Second, a social network close to academia offers useful help. Our multivariate analyses support the context effect, but also indicate a marginal utility of SC. Students with academically educated parents rate their parents’ help as more useful, and students with studying friends rate their friends’ advice as helpful. However, students who are rich in SC among family and friends rate their help lower than students who are rich in SC among only one part of their network. 相似文献
19.
透过家庭经济困难学生认定工作探析育人之于助学的重要性及其有效途径 总被引：1，自引：0，他引：1
常凯 《福建教育学院学报》2009,10(6):27-29
家庭经济困难学生认定工作,是高校开展一切贫困生资助工作的基础和前提。通过分析现阶段贫困生认定工作中存在的主要问题,对当前大学生思想政治教育的实效性进行深入思考,探究“育人”在资助工作中的重要作用及有效途径,以期通过“助学”和“育人”相结合的方式,进一步完善高校学生资助管理工作。 相似文献