大学生学校归属感的理论与实证研究
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摘要
对学校归属感的概念、理论、结构、测量工具、影响因素及对学生的影响作用等相关研究进行了系统梳理与回顾。在以往研究的基础上确定了大学生学校归属感的理论结构，并编制了量表；运用编制的量表考察了大学生学校归属感的人口学特征；分析了人格、家庭环境和学校环境对大学生学校归属感的影响效果，并考察了应对方式和一般自我效能感在这一影响过程中的中介作用；最后构建了大学生学校归属感的个体-家庭-学校生态系统模型。经过上述研究得出如下主要结论：（1）大学生学校归属感量表具有良好的信效度；（2）大学生学校归属感在某些人口学变量上存在显著差异；（3）人格、家庭环境和学校环境子系统对大学生学校归属感具有一定的影响效果；（4）应对方式和一般自我效能感在这一影响过程中起一定的中介作用。
The need to belong is one of the primary needs of individual’s whole life.Belonging is important to individuals, and it is the key influencing factor ofindividuals' academic and psychological well-bings.The college students is in the keydevelopmental period of their mind and body,and it is easy for them to have academicand psychological problems. School belonging has important meanings to collegestudents' learning, living and development. The study on school belonging will notonly enrich the belonging research and further the related theories of personalitypsychology, health psychology and development psychology, but also provide theoryguidance for mental health education, mental therapy and psychologicalconsultation.In other words, the research on school belonging has important theoreticmeaning and practical guidance value.
In order to advance the study on school belonging of college students, a detailedsummary to related theories is made firstly. The definitions, theories, structure,measurement tools,influencing factors and its effects on students about schoolbelonging is retrospected.
Based on the theoretic study is the empirical study on school belonging of collegestudents.The dissertation draws the following conclusions:
1.The school belonging of college students has a multidimensional structure. Itconsists of cognitive,affective and behavioral dimensions. Based on the theoreticalconstruction, the school belonging scale of college students is developed.The schoolbelonging scale of college students passes through the strict test of psychologicalsurveying.It has good credibility and validity.The scale can be used as an efficient toolto evaluate the college students' school belonging.
2.According to the research on the demographic characteristics of schoolbelonging,the school belonging of college students has significant differences amongsex, grade,and so on. There is a significant difference in the behavioral dimension of school belonging between male and female.The male’s score is higher than thefemale's. There is a significant difference in the behavioral dimension of schoolbelonging among the students of different grades.The score of the students in gradeone is lower than those in the other three grades.There is a significant difference in thecognitive dimension of school belonging whether the student is the only child infamily.The score of the students who are the only child in their families is higher thanthose who aren't.There is a significant difference in the cognitive dimension of schoolbelonging in terms of the residence of the students. The score of the rural student ishigher than the urban students. The score of the students whose parents have higherdegree of education is lower than the students whose parents have lower degree.Thereis a significant difference in the cognitive dimension of school belonging in terms ofthe works of the students' parents. There is a significant difference in the affectivedimension of school belonging in terms of the type of the school. The score of theordinary college students is higher than the key school students.There is a significantdifference in the school belonging whether the students are the class leaders. The scoreof the class leaders is higher than other students.There are no significant differences inthe school belonging in terms of family economic situation and major type.
3.The research on the influencing factors of school belonging of college studentsconsists of two component parts . The first research explores the effects of personality ,family environment , school environment , self-efficacy and coping style on schoolbelonging of college students. (1) The conclusions indicate that personality, familyenvironment, school environment,self-efficacy and coping style have efficientlypredicting effect on school belonging of college students.The neuroticism dimension ofpersonality can significantly predict school belonging of college students negatively,and the openness,conscientiousness and agreeableness dimensions can significantlypredict school belonging of college students positively.The cohesion and independencedimensions of family environment can significantly predict school belonging ofcollege students positively.The school environment can significantly predict the schoolbelonging of college students positively.Self-efficacy can significantly predict schoolbelonging of college students positively. Positive coping style can significantly predictschool belonging of college students positively. (2) Self-efficacy and coping styleperform intermediation functions in the relationship of personality,family environmentto school belonging.The neuroticism and conscientiousness dimensions of personality can significantly predict self-efficacy negatively.The extraversion,openness andagreeableness dimensions of personality, the cohesion and independence dimensions offamily environment can significantly predict self-efficacy positively.Theconscientiousness dimensions of personality can significantly predict coping stylenegatively. The openness dimensions of personality, the cohesion dimensions of familyenvironment can significantly predict coping style positively.In the second research,anintegrated model of the effects of personality,family environment,schoolenvironment,self-efficacy and coping style on school belonging of college students isestablished from the perspective of ecological system,that is theindividual-family-school ecological system model of school belonging of collegestudents.The results indicate that as the ecological subsystems of college students,personality , family and school have varying influences on school belonging , andself-efficacy and coping style have intermediary effects on this influence process.Theresults indicate that personality not only has direct effect on school belonging, but alsohas indirect effect on school belonging through self-efficacy and coping style.Familyenvironment not only has direct effect on school belonging, but also has indirect effecton school belonging through self-efficacy and coping style.School environment onlyhas direct effect on school belonging.
In the last part of the dissertation,the conclusions are deeply analyzed, and thepractical value of the research is pointed out. Then the innovation and limitation of theresearch are explored based on it. The assumption of the future research is made at last.
In all, the study on the characteristics and influencing factors of the schoolbelonging of college students makes it easy to understand the status and role of schoolbelonging in individual's mental life. It also can provide valuable information to thecounselors who will intervene the school belonging of college students in order toensure the college students to develop healthily.
The need to belong is one of the primary needs of individual’s whole life.Belonging is important to individuals, and it is the key influencing factor ofindividuals' academic and psychological well-bings.The college students is in the keydevelopmental period of their mind and body,and it is easy for them to have academicand psychological problems. School belonging has important meanings to collegestudents' learning, living and development. The study on school belonging will notonly enrich the belonging research and further the related theories of personalitypsychology, health psychology and development psychology, but also provide theoryguidance for mental health education, mental therapy and psychologicalconsultation.In other words, the research on school belonging has important theoreticmeaning and practical guidance value.
In order to advance the study on school belonging of college students, a detailedsummary to related theories is made firstly. The definitions, theories, structure,measurement tools,influencing factors and its effects on students about schoolbelonging is retrospected.
Based on the theoretic study is the empirical study on school belonging of collegestudents.The dissertation draws the following conclusions:
1.The school belonging of college students has a multidimensional structure. Itconsists of cognitive,affective and behavioral dimensions. Based on the theoreticalconstruction, the school belonging scale of college students is developed.The schoolbelonging scale of college students passes through the strict test of psychologicalsurveying.It has good credibility and validity.The scale can be used as an efficient toolto evaluate the college students' school belonging.
2.According to the research on the demographic characteristics of schoolbelonging,the school belonging of college students has significant differences amongsex, grade,and so on. There is a significant difference in the behavioral dimension of school belonging between male and female.The male’s score is higher than thefemale's. There is a significant difference in the behavioral dimension of schoolbelonging among the students of different grades.The score of the students in gradeone is lower than those in the other three grades.There is a significant difference in thecognitive dimension of school belonging whether the student is the only child infamily.The score of the students who are the only child in their families is higher thanthose who aren't.There is a significant difference in the cognitive dimension of schoolbelonging in terms of the residence of the students. The score of the rural student ishigher than the urban students. The score of the students whose parents have higherdegree of education is lower than the students whose parents have lower degree.Thereis a significant difference in the cognitive dimension of school belonging in terms ofthe works of the students' parents. There is a significant difference in the affectivedimension of school belonging in terms of the type of the school. The score of theordinary college students is higher than the key school students.There is a significantdifference in the school belonging whether the students are the class leaders. The scoreof the class leaders is higher than other students.There are no significant differences inthe school belonging in terms of family economic situation and major type.
3.The research on the influencing factors of school belonging of college studentsconsists of two component parts . The first research explores the effects of personality ,family environment , school environment , self-efficacy and coping style on schoolbelonging of college students. (1) The conclusions indicate that personality, familyenvironment, school environment,self-efficacy and coping style have efficientlypredicting effect on school belonging of college students.The neuroticism dimension ofpersonality can significantly predict school belonging of college students negatively,and the openness,conscientiousness and agreeableness dimensions can significantlypredict school belonging of college students positively.The cohesion and independencedimensions of family environment can significantly predict school belonging ofcollege students positively.The school environment can significantly predict the schoolbelonging of college students positively.Self-efficacy can significantly predict schoolbelonging of college students positively. Positive coping style can significantly predictschool belonging of college students positively. (2) Self-efficacy and coping styleperform intermediation functions in the relationship of personality,family environmentto school belonging.The neuroticism and conscientiousness dimensions of personality can significantly predict self-efficacy negatively.The extraversion,openness andagreeableness dimensions of personality, the cohesion and independence dimensions offamily environment can significantly predict self-efficacy positively.Theconscientiousness dimensions of personality can significantly predict coping stylenegatively. The openness dimensions of personality, the cohesion dimensions of familyenvironment can significantly predict coping style positively.In the second research,anintegrated model of the effects of personality,family environment,schoolenvironment,self-efficacy and coping style on school belonging of college students isestablished from the perspective of ecological system,that is theindividual-family-school ecological system model of school belonging of collegestudents.The results indicate that as the ecological subsystems of college students,personality , family and school have varying influences on school belonging , andself-efficacy and coping style have intermediary effects on this influence process.Theresults indicate that personality not only has direct effect on school belonging, but alsohas indirect effect on school belonging through self-efficacy and coping style.Familyenvironment not only has direct effect on school belonging, but also has indirect effecton school belonging through self-efficacy and coping style.School environment onlyhas direct effect on school belonging.
In the last part of the dissertation,the conclusions are deeply analyzed, and thepractical value of the research is pointed out. Then the innovation and limitation of theresearch are explored based on it. The assumption of the future research is made at last.
In all, the study on the characteristics and influencing factors of the schoolbelonging of college students makes it easy to understand the status and role of schoolbelonging in individual's mental life. It also can provide valuable information to thecounselors who will intervene the school belonging of college students in order toensure the college students to develop healthily.
引文
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1 Finn J D,Rock D A.Academic success among students at risk for school failure[J].Journal ofApplied Psychology,1997,82:221-234.
2 Anderman L H.Classroom goal orientation, school belonging, and social goals as predictors ofstudents' positive and negative affect following the transition to middle school[J].Journal ofResearch and Development in Education,1999,32:89-103.
3 Berends M.Educational stratification and students’social bonding to school[J]. British Journal ofSociology of Education,1995,16:327-351.
4徐坤英.中学生学校归属感及其与心理健康的关系研究[D].重庆：西南大学，2008.
5杜好强.大学生学校归属感及其影响因素研究[D].重庆：西南大学，2010.
6徐坤英.中学生学校归属感及其与心理健康的关系研究[D].重庆：西南大学，2008.
7温颖,李人龙,师保国.北京市流动儿童安全感和学校归属感研究[J].首都师范大学学报(社会科学版),2009年增刊:188-192.
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10杜好强.大学生学校归属感及其影响因素研究[D].重庆：西南大学，2010.
11杜渐.北京中医药大学本科生学校归属感与心理健康的相关性研究[D].北京：北京中医药大学，2011.
12郝佳.大学生学校归属感现状与心理健康水平的相关研究[D].沈阳：辽宁师范大学，2008.
13范红伟.高职生人格特质、成人依恋与学校归属感现状及关系研究[D].石家庄：河北师范大学，2009.
14曹光法，姚本先.大学生学校归属感的问卷编制及研究[C].第十二届全国心理学学术大会论文摘要集，2009.
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17 Anderman E M.School effects on psychological outcomes during adolescence[J].Journal ofEducational Psychology,2002,94:795-809.
18郭光胜.小学生家庭人际关系与学校归属感关系的研究[D].成都：四川师范大学，2009.
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22 Finn J D,Voelkl K E.School characteristics related to student engagement [J].Journal of NegroEducation,1993,62:249-268.
23 Berends M.Educational stratification and students’social bonding to school[J]. British Journalof Sociology of Education,1995,16:327-351.
24 McNeal R B.Parental involvement as social capital: Differential effectiveness onscience,achievement,truancy,and dropping out[J].Social Forces,1999,78:117-144.
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2 Anderman L H.Classroom goal orientation, school belonging, and social goals as predictors ofstudents' positive and negative affect following the transition to middle school[J].Journal ofResearch and Development in Education,1999,32:89-103.
3 Berends M.Educational stratification and students’social bonding to school[J]. British Journal ofSociology of Education,1995,16:327-351.
4徐坤英.中学生学校归属感及其与心理健康的关系研究[D].重庆：西南大学，2008.
5杜好强.大学生学校归属感及其影响因素研究[D].重庆：西南大学，2010.
6徐坤英.中学生学校归属感及其与心理健康的关系研究[D].重庆：西南大学，2008.
7温颖,李人龙,师保国.北京市流动儿童安全感和学校归属感研究[J].首都师范大学学报(社会科学版),2009年增刊:188-192.
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10杜好强.大学生学校归属感及其影响因素研究[D].重庆：西南大学，2010.
11杜渐.北京中医药大学本科生学校归属感与心理健康的相关性研究[D].北京：北京中医药大学，2011.
12郝佳.大学生学校归属感现状与心理健康水平的相关研究[D].沈阳：辽宁师范大学，2008.
13范红伟.高职生人格特质、成人依恋与学校归属感现状及关系研究[D].石家庄：河北师范大学，2009.
14曹光法，姚本先.大学生学校归属感的问卷编制及研究[C].第十二届全国心理学学术大会论文摘要集，2009.
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17 Anderman E M.School effects on psychological outcomes during adolescence[J].Journal ofEducational Psychology,2002,94:795-809.
18郭光胜.小学生家庭人际关系与学校归属感关系的研究[D].成都：四川师范大学，2009.
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21杜渐.北京中医药大学本科生学校归属感与心理健康的相关性研究[D].北京：北京中医药大学，2011.
22 Finn J D,Voelkl K E.School characteristics related to student engagement [J].Journal of NegroEducation,1993,62:249-268.
23 Berends M.Educational stratification and students’social bonding to school[J]. British Journalof Sociology of Education,1995,16:327-351.
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