【作者】 李儒林；

【导师】 张进辅；

【作者基本信息】 西南师范大学 ， 基础心理学， 2004， 硕士

【摘要】 本研究在开放式问卷调查和访谈的基础上分析了大学生在人际交往过程中比较看重的一些因素，并且在文献综述和小样本测试的基础上提出了自己的理论构想，自编了适合大学生特征的人际价值观问卷，并对其信效度进行检验。然后用正式问卷调查了重庆、成都和南充的部分高校大学生的人际交往状况，考察了大学生的人际交往特点，并针对大学生人际价值观的特点提出了教育建议。 本研究的主要结果有： (1) 自编的大学生人际价值观问卷具有良好的信度和效度。在因素分析基础上进行探索性因素分析得到大学生人际价值观的3个维度：心理因素、生理因素、社会因素。以及10个次级因子：性格、能力、志趣、感情、外表、健康、服饰、经历、声望、帮助。 (2) 大学生人际价值观分量表在各个维度上的重视程度的排序是：心理因素、生理因素、社会因素。各个因子上的排序是：F3(感情)、F1(性格)、F2(能力)、F4(志趣)、F7(服饰)、F6(健康)、F5(外貌)、F8(经历)、F10(帮助)、F9(声望)。 (3) 大学生在F5(外表)、F6(健康)、F7(服饰)、F10(帮助)、FF2(生理因素)和FF3(社会因素)上存在着显著的家庭经济收入主效应，而且经济收入高的家庭其子女的得分较高于经济收入低的家庭。 (4) 大学生在F1(性格)、F3(感情)、F5(外表)、F10(帮助)、FF2(生理因素)、FF3(社会因素)维度上，均存在着显著的性别主效应，结果发现女生比男生更看重心理因素，在性格和感情这两个维度上女生的得分更高于男生；外表和帮助均属于生理因素和社会因素，男生在这两个维度上的得分高于女生。 (5)大学生在FI(性格)、FZ(能力)、Fg(声望)、FF3(社会因素)维度_匕均存在着显著的年级主效应，在Fl(性格)和FZ(能力)上低年级的得分高于高年级;在Fg(声望)维度上高年级普遍高于低年级。 (6)从文理差异来看，大学生在整体上趋于一致，不存在显著差异。 (7)年级和性别在F10(帮助)、FFZ(生理因素)上具有显著的交互作用。 (8)父母的职业是教师和行政人员的家庭，以及父母的文化程度是大专或本科的家庭，其子女在人际价值观问卷中的得分都较高。 (9)父亲职业和父亲文化程度在F7(服饰)因素中有显著的交互作用;父亲文化程度和母亲文化程度在F7(服饰)和FF3(社会因素)中有显著的交互作用。 (l0)人学生人际价值观总体上是积极的、上进的。其发展过程中有一定的稳定性又有一定的波动性。更多还原

【Abstract】 Based on open-ended questionnaire and interview with some teachers and students this study analyzed all of the important sorts of factors considered by university students when they have intercourse with others. And on overviews of former studies and a test of one small sample, a theoretical hypothesis was put forward in this study. Thus the University Students’ Interpersonal Values Questionnaire that is fit for the university students was designed and the reliability and validity were tested out. Then the status quo of university students’ interpersonal values was investigated through the formal questionnaire, in which characteristics were studied.The main results of this study are as follows:(1) The self-made questionnaire has high reliability and fair validity. By the factor analysis, the research found that the University Students’ Interpersonal values are constructed by three first-level dimensions: psychology factor, physical factor, social factor, and ten second-level dimensions: character, ability, interest, sentiment, appearance, health, dress, experience, repute, help.(2) The order of mean of each first-level dimension by the self-report sub-scale is: psychology factor, physical factor, social factor. The order of mean of each second-level dimensions by self-reports: sentiment, character, ability, interest, dress, health, appearance, experience, help, reputation.(3) The study adopting the self-report scale shows that the domestic economy difference of appearance, health, dress, help, physical factor and social factor is statistically remarkable. We find that the mean of university students from the family with higher social status is significantly higher than that of students from the family with lower social status.(4) The study adopting the self-report scale shows that the gender differences of character, sentiment, appearance, help, physical factor and social factor arestatistically remarkable. We find that the character mean of female university students as well as sentiment of female university students is significantly higher than mat of male university students. We also find that the physical factor mean of male university students as well as social factor is significantly higher than that of female university students.(5)The grade effect in character, ability, reputation and social factor is significantly different. With the rise of grades, the university students rate reputation more and more important, and the ratings of character and ability have a reduce trend.(6) There is no difference between liberal arts and science.(7) The interaction between grade and gender is statistically significant in help and physical factor.(8) The study adopting the self-report scale shows the means of university students whose parents’ profession is a teacher or administrator are higher, so are their parents whose educations are junior university or undergraduate course.(9) The interaction between father’s employment and education was statistically significant in ’dress’. The interaction between father’s education and mother’s education was statistically significant in dress and social factor.(10) As a whole, the interpersonal value of university student is positive and presents a mixed characteristic of stability and fluctuation in the development of the interpersonal values in university students.更多还原