大学新生角色适应及其相关因素分析

金艾裙; 胡咏梅; 孔萍

doi:10.16835/j.cnki.1000-9817.2024057

大学新生角色适应及其相关因素分析

doi: 10.16835/j.cnki.1000-9817.2024057

金艾裙^{1, 2},
胡咏梅¹,
孔萍²

1.
北京师范大学教育学部，100875
2.
安徽工程大学心理健康教育中心

基金项目:

安徽省质量工程教学研究项目 2020jyxm036

国家社科基金项目 19BSH123

详细信息

作者简介:
金艾裙(1970-)，女，安徽省含山县人，在读博士，教授，主要研究方向为社会心理学

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G444 R179 G478
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- 被引次数: 0
出版历程
- 收稿日期: 2023-08-24
- 修回日期: 2023-11-13
- 网络出版日期: 2024-03-02
- 刊出日期: 2024-02-25

Analysis of role adaptation and associated factors among college freshmen

1.
Faculty of Education, Beijing Normal University, Beijing (100875), China

摘要

摘要: 目的探讨大学新生角色适应的影响因素，为开展大学新生适应性教育提供实证支撑。方法采用整群随机抽样方法，于2022年10月抽取安徽省合肥市和芜湖市6所高校的3 126名本科新生纳入研究，采用积极心理资本问卷(PPQ)、大学生角色适应性量表、抗逆力量表(CD-RISC)和生活满意度量表开展问卷调查。采用独立样本t检验和单因素方差分析对不同人口统计学特征大学新生各变量得分(条目平均分)进行比较，各变量之间的相关性采用Pearson相关分析和多重线性回归分析。结果不同生源地(大中城市：3.63±0.54，3.73±0.64，3.47±0.80，3.14±0.65；县级市或县城：3.57±0.52，3.61±0.63，3.35±0.75，3.09±0.63；乡镇：3.50±0.50，3.54±0.58，3.23±0.75，3.06±0.60)、是否担任班干部(是：3.63±0.52，3.69±0.60，3.40±0.76，3.18±0.59；否：3.43±0.50，3.48±0.64，3.25±0.77，2.93±0.65)、父亲受教育水平(初中及以下：3.52±0.51，3.57±0.61，3.27±0.75，3.07±0.61；高中或中专：3.62±0.53，3.68±0.63，3.44±0.78，3.12±0.63；大专及以上：3.68±0.56，3.78±0.64，3.57±0.80，3.19±0.68)、母亲受教育水平(初中及以下：3.53±0.51，3.58±0.61，3.28±0.75，3.06±0.60；高中或中专：3.63±0.55，3.70±0.63，3.48±0.78，3.15±0.66；大专及以上：3.72±0.54，3.86±0.65，3.62±0.83，3.27±0.70)大学新生心理资本、抗逆力、生活满意度和角色适应得分差异均有统计学意义(F/t值分别为11.89, 21.89, 23.02, 3.83；10.08，9.20，5.20，10.63；19.34，20.76，29.52，6.44；22.51，26.79，30.94，13.92，P值均 < 0.05)。不同性别的大学新生抗逆力和角色适应得分差异均有统计学意义(男生：3.66±0.64，3.12±0.65；女生：3.56±0.59，3.05±0.58)，是否为独生子女的大学新生生活满意度得分(是：3.40±0.79；否：3.33±0.76)差异均有统计学意义(t值分别为4.51，2.75；2.35，P值均 < 0.05)。Pearson相关分析显示，大学新生心理资本、抗逆力、生活满意度与角色适应之间均呈正相关(r值分别为0.49，0.49，0.36)，心理资本、抗逆力与角色适应之间均呈正相关(r值分别为0.60，0.59)，心理资本与抗逆力呈正相关(r=0.81)(P值均＜0.01)。多元线性回归分析结果显示，性别、是否担任班干、心理资本、抗逆力和生活满意度均与大学新生的角色适应水平正向相关(调整R²= 0.28，β值分别为0.04，0.10，0.23，0.26，0.07，P值均 < 0.05)。结论大学新生角色适应与心理资本、抗逆力和生活满意度等因素相关。学校应加强心理健康教育，促使大学新生顺利实现角色转换。
- 角色 /
- 适应，心理学 /
- 精神卫生 /
- 学生
Abstract: Objective To explore the influencing factors of role adaptation of college freshmen, so as to provide empirical support for developing adaptive education in college. Methods A cluster sampling method was used to select 3 126 freshmen from six universities of Hefei City and Wuhu City in Anhui Province in October 2022, who were investigated with Positive Psychological Capital Questionnaire (PPQ), Freshmen's Role Adaptability Scale, Connor-Davidson Resilience Scale (CD-RISC) and Life Satisfaction Scale. Independent sample t-test and one-way ANOVA were used to compare the scores (caverage score of items) of various variables of college freshmen with different demographic characteristics. Pearson correlation analysis and multiple linear regression analysis were conducted to analyze the correlation. Results There were statistically significant differences in scores of psychological capital, resilience, life satisfaction and role adaptation among college freshmen of different origin (large and medium-sized cities: 3.63±0.54, 3.73±0.64, 3.47±0.80, 3.14±0.65;county level city or county seat: 3.57±0.52, 3.61±0.63, 3.35±0.75, 3.09±0.63;villages and towns: 3.50±0.50, 3.54±0.58, 3.23±0.75, 3.06±0.60), whether in class committee (yes: 3.63±0.52, 3.69±0.60, 3.40±0.76, 3.18±0.59; no: 3.43±0.50, 3.48±0.64, 3.25±0.77, 2.93±0.65), father's education level (junior high school or below: 3.52±0.51, 3.57±0.61, 3.27±0.75, 3.07±0.61; senior high school or technical secondary school: 3.62±0.53, 3.68±0.63, 3.44±0.78, 3.12±0.63;junior college or above: 3.68±0.56, 3.78±0.64, 3.57±0.80, 3.19±0.68), mother's education level(junior high school or below: 3.53±0.51, 3.58±0.61, 3.28±0.75, 3.06±0.60;senior high school or technical secondary school: 3.63±0.55, 3.70±0.63, 3.48±0.78, 3.15±0.66;junior college or above: 3.72±0.54, 3.86±0.65, 3.62±0.83, 3.27±0.70) (F/t=11.89, 21.89, 23.02, 3.83;10.08, 9.20, 5.20, 10.63;19.34, 20.76, 29.52, 6.44;22.51, 26.79, 30.94, 13.92, P < 0.05). The differences of scores in resilience and role adaptation of different genders (boys: 3.66±0.64, 3.12±0.65; girls: 3.56±0.59, 3.05±0.58) and in life satisfaction whether being an only child (yes: 3.40±0.79; no: 3.33±0.76) among college freshmen were statistically significant (t=4.51, 2.75, 2.35, P < 0.05). Pearson correlation analysis showed that psychological capital, resilience and life satisfaction of college freshmen were positively correlated with role adaptation (r=0.49, 0.49, 0.36), while psychological capital, resilience and role adaptation were positively correlated (r=0.60, 0.59) and Psychological capital was positively correlated with resistance (r=0.81)(P < 0.01). The results of multiple linear regression analysis showed that gender, whether in class committee, psychological capital, resilience and life satisfaction were positively associated with role adaptation among college freshmen (R²=0.28, β=0.04, 0.10, 0.23, 0.26, 0.07, P < 0.05). Conclusions Role adaptation of college freshmen is related with psychological capital, resilience and life satisfaction. Schools should strengthen mental health education to promote smooth role transition for college freshmen.
- Role /
- Adaptation, psychological /
- Mental health /
- Students
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表 1 不同人口统计学特征大学新生心理资本、抗逆力、生活满意度和角色适应得分比较(x±s)

Table 1. Comparison of scores of psychological capital, resilience, life satisfaction and role adaptation among college freshmen with different demographic characteristics(x±s)

人口统计学指标	选项	人数	统计值	心理资本	抗逆力	生活满意度	角色适应
性别	男	1 913		3.57±0.52	3.66±0.64	3.36±0.78	3.12±0.65
	女	1 213		3.56±0.52	3.56±0.59	3.33±0.74	3.05±0.58
			t值	0.40	4.51	0.90	2.75
			P值	0.69	＜0.01	0.37	＜0.01
是否独生子女	是	895		3.58±0.54	3.65±0.65	3.40±0.79	3.10±0.64
	否	2 231		3.56±0.52	3.61±0.61	3.33±0.76	3.09±0.62
			t值	1.15	1.76	2.35	0.57
			P值	0.25	0.08	0.02	0.57
是否担任班干部	是	2 068		3.63±0.52	3.69±0.60	3.40±0.76	3.18±0.59
	否	1 058		3.43±0.50	3.48±0.64	3.25±0.77	2.93±0.65
			t值	10.08	9.20	5.20	10.63
			P值	＜0.01	＜0.01	＜0.01	＜0.01
生源地	大中城市	867		3.63±0.54	3.73±0.64	3.47±0.80	3.14±0.65
	县级市或县城	1 300		3.57±0.52	3.61±0.63	3.35±0.75	3.09±0.63
	乡镇	959		3.50±0.50	3.54±0.58	3.23±0.75	3.06±0.60
			F值	11.89	21.89	23.02	3.83
			P值	＜0.01	＜0.01	＜0.01	0.03
父亲受教育水平	初中及以下	1 985		3.52±0.51	3.57±0.61	3.27±0.75	3.07±0.61
	高中/中专	830		3.62±0.53	3.68±0.63	3.44±0.78	3.12±0.63
	大专及以上	311		3.68±0.56	3.78±0.64	3.57±0.80	3.19±0.68
			F值	19.34	20.76	29.52	6.44
			P值	＜0.01	＜0.01	＜0.01	＜0.01
母亲受教育水平	初中及以下	2 285		3.53±0.51	3.58±0.61	3.28±0.75	3.06±0.60
	高中/中专	632		3.63±0.55	3.70±0.63	3.48±0.78	3.15±0.66
	大专及以上	209		3.72±0.54	3.86±0.65	3.62±0.83	3.27±0.70
			F值	22.51	26.79	30.94	13.92
			P值	＜0.01	＜0.01	＜0.01	＜0.01
注：以上各变量得分为条目平均分。

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表 2 大学新生角色适应的多元线性回归分析(n=3 126)

Table 2. Multiple linear regression analysis of role adaptation of college freshmen(n=3 126)

自变量	选项	B值	标准误	β值	t值	P值
性别	男	0.05	0.02	0.04	2.50	0.02
是否担任班干部	是	0.14	0.02	0.10	6.67	＜0.01
心理资本		0.28	0.03	0.23	8.71	＜0.01
抗逆力		0.26	0.03	0.26	9.58	＜0.01
生活满意度		0.06	0.02	0.07	3.47	＜0.01
注：性别以女生为对照，是否担任班干部以否为对照，心理资本、抗逆力和生活满意度为连续性变量。

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