【作者】 王姝琼；

【导师】 张文新；

【作者基本信息】 山东师范大学 ， 发展与教育心理学， 2011， 博士

【摘要】 未来取向(future orientation)是自我发展的一个重要方面,是一种指向未来的心理结构,对个体当前的认知活动具有重要的动力引导作用,并且促使个体当前的行为指向和服务于未来的目标(Nurmi, 1991)。青少年未来取向的积极发展不仅有利于其当前的心理社会适应,对其以后的发展也具有重要的影响作用(McCabe & Barnett, 2000; Schoon & Parsons, 2002; Vansteenkiste, Simons, Lens, Soenens, & Matos, 2005)。未来取向是一个多阶段、多维度的心理过程,主要包括动机、规划和评价三个过程,其中动机过程是指个体对未来建构的目标和产生的担忧,规划过程是指个体计划怎样去实现未来目标,评价过程是指个体对实现未来目标的预期、重要性和影响因素的评估及其产生的情绪体验(Nurmi, 1991)。近年来受到发展情境论思想的影响,研究者对多个变量之间具有的动态交互作用以及个体在发展过程中具有的变化性、多样性特点的关注日益增加。以往对青少年未来取向发展特点的研究主要考察的是未来取向的动机过程,很少有研究系统地考察未来取向三个过程的发展特点。同时,已有对青少年未来取向与其学业适应、情绪适应之间关系的研究主要基于横断数据,且很少有研究考察未来取向与学业适应和情绪适应之间具有的整合性、多向性交互作用。本论文在梳理未来取向相关理论与实证研究的基础上,采用追踪设计,结合以变量为中心和以个体为中心的分析方法,对青少年未来取向的发展特点及其与学业适应、情绪适应之间的关系模式进行了考察,从动态发展的角度建构青少年未来取向与学业适应和情绪适应的关系模型。本论文以我国当前社会文化背景下的青少年为被试,采用追踪设计进行了三项研究、六项子研究。研究1考察了青少年未来取向的发展特点。其中研究1-a以变量为中心的分析方法考察了青少年未来取向的发展特点;研究1-b以个体为中心的分析方法考察了青少年未来取向具有的不同亚类别。两个子研究均以来自山东省5所初中和4所普通高中的1103名青少年为被试,采用青少年未来取向问卷对这些青少年进行了调查。未来取向问卷的测查内容主要包括两部分:一是青少年提及的对未来的希望和担忧,二是青少年对未来教育、职业和家庭领域发展的探索、投入以及对实现相应领域目标的内归因、外归因、情感体验、积极预期和个人价值。研究发现:(1)随年龄增长,男生对未来的受教育、工作和人际关系的希望减少,女生对未来的受教育和个人婚姻家庭的担忧增多;初中生对近期学业适应、工作和父母家人安康的希望和担忧减少,高中生的休闲希望和对个人婚姻家庭的担忧增多;城市青少年对近期学业适应和父母家人安康的希望与担忧以及对未来的受教育希望减少。(2)随年龄增长,总体上青少年报告的未来受教育、工作和个人婚姻家庭希望和担忧实现的时间跨度缩短,但休闲希望实现的时间跨度延长。(3)随年龄增长,城市女生对未来教育领域的积极情感和农村女生对未来职业领域的个人价值感下降,男生对未来家庭领域目标实现的内归因倾向增加;高中生对未来教育领域的探索水平提高,对未来教育、职业和家庭领域目标实现的外归因倾向增加;农村青少年对未来教育领域的投入和内归因倾向增加,城市青少年对未来职业和家庭领域目标实现的外归因倾向增加。(4)青少年对未来教育、职业和家庭领域的规划和评价具有不同亚类别;青少年归属于不同的未来教育、职业和家庭规划-评价亚类别具有稳定性和变化性;青少年归属于未来规划和评价的不同类别以及在类别之间的稳定性和变化性由于性别、城乡和年级的不同而存在差异。研究2与研究1的被试相同,考察了青少年的未来取向与学业适应、情绪适应之间的动态交互关系,采用青少年自我报告问卷,包括青少年未来取向问卷、学业价值感、自感学业成绩、学校考试成绩、教育效用问卷、流调中心用抑郁量表、状态-特质焦虑问卷对这些青少年进行了调查,其中未来取向问卷测查的内容同研究1;学业适应的测查内容包括:学业价值感、自感学业成绩、学校考试成绩和教育效用;情绪适应的测查内容包括:抑郁和状态-特质焦虑卷。研究2共包括三个子研究:研究2-a以交叉滞后分析方法考察了青少年未来取向与学业适应之间的纵向关系;研究2-b以交叉滞后分析方法考察了青少年未来取向与情绪适应之间的纵向关系;研究2-c采用结构方程模型考察了青少年未来取向与学业适应和情绪适应的整合性关系。结果表明:(1)青少年提及的未来受教育希望和担忧数量与其学业价值感、自感学业成绩和客观学业成绩之间可以相互促进;提及了工作希望和担忧的青少年的自感学业成绩高于没有提及工作希望和担忧的青少年,但提及较多工作担忧的青少年的客观学业成绩低于提及较少工作担忧的青少年;青少年提及个人婚姻/家庭希望会降低他们的学业价值感,但有助于提高客观学业成绩;青少年有较高的学业价值感、自感学业成绩和客观学业成绩,他们对未来教育、职业和家庭领域提及的希望和担忧实现的时间跨度也较长。(2)青少年报告较多的未来受教育希望负向预测他们的抑郁、状态焦虑和特质焦虑水平;青少年未来受教育和工作担忧与状态焦虑和特质焦虑可以相互正向预测;青少年报告的未来受教育希望实现的时间跨度与抑郁和焦虑可以相互负向预测。(3)对教育领域的投入和学业价值感、对教育领域的积极预期和自感学业成绩具有相互促进作用;对教育领域的投入可以提高自感学业成绩;自感学业成绩和学业价值感可以增强对教育领域的个人价值感和积极情感体验;客观学业成绩的提高对学业价值感和对教育领域的投入、个人价值、积极预期和情感体验具有促进作用;对实现教育目标进行内归因的趋势越明显,越有助于提高学业价值感、自感学业成绩和客观学业成绩。(4)对职业领域的投入、内归因和积极预期间接通过教育效用提高自感学业成绩和客观学业成绩;自感学业成绩间接通过教育效用增强对职业领域的内归因和个人价值感,并直接增强对职业领域的积极预期和情感体验。(5)在短时间内,抑郁和状态焦虑对学业价值感和自感学业成绩有消极影响作用,但状态焦虑可以提高客观学业成绩;对教育和职业领域的投入与抑郁有相互消极影响作用;对教育和职业领域的积极情感体验与抑郁和特质焦虑具有相互负向预测作用;对教育和职业目标的内归因可以降低抑郁水平,对教育和职业目标的外归因与抑郁和焦虑之间具有相互促进作用。研究3与研究1的被试相同,在研究1-b的基础上进一步考察了青少年归属于不同未来取向亚类别与其学业适应、情绪适应的关系,使用的问卷包括青少年未来取向问卷、自感学业成绩、学校考试成绩、流调中心用抑郁量表和状态-特质焦虑问卷。结果表明:(1)青少年归属于未来教育和职业领域的规划和评价亚类别以及亚类别的变化类型从规划和评价水平上分析,与其自感学业成绩和客观学业成绩之间具有相互正向预测作用;(2)青少年归属于未来教育和职业领域的规划和评价亚类别以及亚类别的变化类型从规划和评价水平上分析,与其抑郁、状态焦虑和特质焦虑之间具有相互负向预测作用;(3)归属于从家庭领域的较高规划-评价组过渡到中等偏高规划-评价组的过渡类别中的青少年,他们的抑郁得分显著高于归属于从较高规划-评价组过渡到高规划-评价组和从较低规划-评价组过渡到高规划-评价组的过渡类别中的青少年。本研究得出以下主要结论:1.青少年未来取向随年龄的增长表现出不同的发展特点;2.青少年的未来规划和评价表现为不同的亚类别,且既有稳定性也有变化性;3.青少年的未来取向与学业适应、情绪适应存在动态的多元交互影响;4.青少年归属于不同的未来规划-评价亚类别从规划-评价水平上分析,与其学业适应可以相互正向预测,与其抑郁和焦虑可以相互负向预测。本论文采用追踪设计,将以变量为中心和以个体为中心的分析方法相结合,考察了青少年未来取向的发展特点及其与学业适应、情绪适应之间的关系。论文获得的重要结果和新的发现,在一定程度上拓展和推进了中国青少年未来取向的研究,对指导青少年的人生规划和积极发展提供了重要的实证依据。更多还原

【Abstract】 Future orientation is an important aspect of self-development, a psychological structure pointing to the future, which plays a guiding role in of the current cognitive activity of individuals, and makes the current cognitive activity of individuals point and service the future goals (Nurmi, 1991). The positive development of adolescent future orientation is not only beneficial to deal with current stressful events and risk behaviors, not only has an important influence on their future development (McCabe & Barnett, 2000; Schoon & Parsons, 2002; Vansteenkiste, Simons, Lens, Soenens, & Matos, 2005). Future orientation is a multi-stage and multi-dimension psychological process which consisting of setting goals, planning their actualization and evaluating their realizability (Nurmi, 1991).Recently, influenced by the notions of developmental contextualism, researchers focus increasingly on issues about the dynamical interactions among multiple variables, and about change and individual difference in personal development. In the last three decades, adolescents’future orientation has received a great deal of attention among developmental psychologists. However, an overwhelming majority of the research in this area tested the developmental characteristics of motivation process of future orientation, and was a lack of attention to planning and evaluation processes of future orientation. There were few of researches testing the integrated model among future orientation, academic and emotional adjustments, especially, without enough results from longitudinal perspective. In present thesis, firstly, a brief introduction was made on the conception and function of future orientation, especially its importance on adolescent’s current adjustment and later positive development. Then a comprehensive review was conducted with regard to the theoretical claims and the important empirical findings. A further analysis was executed focusing on the limitations of previous researches. On the basis of these analyses, three studies were designed to explore the developmental characteristics of adolescent’s future orientation, and the integrated multi-dimensional interactions among future orientation, academic and emotional adjustments using the variable-centered and person-centered analyses in the longitudinal data.Study 1 was conducted to focus on developmental characteristics of adolescent’s future orientation, and included two sub-studies. Study 1-a used the variable-centered method including marginal homogeneity test and repeated ANOVA to analyze the developmental characteristics of adolescent’s future orientation, and Study 1-b used the person-centered method (Latent Transition Analysis) to explore the sub-classes of future orientation in adolescent group. 1103 Chinese adolescents from five junior high schools and four senior high schools in Jinan City and Yantai area, Shandong Province, were employed to complete the questionnaires. The Chinese version of Future Orientation Questionnaire was administered by self-reported manner. The indicators of future orientation included two parts, and the first part tested the adolescents’hopes and fears for future, and the second parts tested the planning (exploration and commitment) and evaluating (internal and external attributions, feeling, positive expectation and personal value) to future education, occupation and family domains. The main findings were as follows:(1) With the growth of adolescents’age, boys reported less hopes for future education, occupation and interpersonal relationship, and girls reported more hopes for future education and fears for future family; adolescents in junior middle school reported less hopes and fears for academic adjustment and future occupation and parents’health and well-being, and adolescents in high middle school reported more leisure hopes and future family fears; urban adolescents reported less hopes for future education and fears for academic adjustment and parents’health and well-being.(2) With the growth of adolescents’age, adolescents’reported shorter temporal extensions for realizing hopes and fears for future education, occupation and family, but reported longer temporal extension for realizing leisure hope.(3) With the growth of adolescents’age, urban girls decreased their positive feeling for future education, and rural girls decreased their personal value for future occupation; boys reported higher internal attribution for future family; adolescents in high middle school reported more exploration for future education, and higher external attributions for future education, occupation and family; rural adolescents reported more commitment and internal attribution for future education, and urban adolescents reported higher external attribution for future occupation and family. (4) There were different classes of future orientation in adolescent group for education, occupation and family domains. Some adolescents were classified into a subclass of future orientation stably in two time points, but some adolescents were classified into different subclasses of future orientation in two time points.Study 2 was to investigate the multi-dimensional interactions among adolescents’future orientation, academic and emotional adjustments. The sample of subjects was same with Study 1. Seven self-reported questionnaires were administered, including the Chinese version of Future Orientation Questionnaire, Academic Value Scale, Self-perceived Academic Performance, School Record Performance, Education Instrumentality Scale, Center for Epidemiologic Studies Depression Scale, State-Trait Anxiety Inventory. The indicators of academic and emotional adjustment factors included academic value (AV), self-perceived and school record performances (SPP, SRP), depression, state anxiety (S-anxiety) and trait anxiety (T-anxiety). Three sub-studies were designed in Study 2. Study 2-a was designed to explore the cross-lagged interactional relationships between future orientation and academic value, self-perceived performance and school record performance, separately. Study 2-b was designed to test the cross-lagged interactional relationships between future orientation and depression, state anxiety and trait anxiety, separately. Statistical methods in Study 2-a and 2-b included ANOVA, MLR (multinomial logistic regression), and HLR (hierarchical linear regression). Finally, Study 2-c was designed to construct the integrated models among future orientation, academic and emotional adjustment variables. SEM (structured equation model) was used in the third part of Study 2. The main findings were as follows:(1) The cross-lagged analyses showed significant positive interactions between hope and fear numbers for future education and AV, SPP, SRP, separately. Adolescents who reported hope and fear for future occupation showed higher SPP than those without hope and fear for future occupation, but adolescents who reported more fears for future occupation had lower SRP than those who reported less fears. Adolescents who reported future family hope had lower AV, but had higher SRP. Adolescents who had higher AV, SPP and SRP reported longer temporal extensions for realizing hopes and fears for future education, occupation and family domain.(2) Adolescents who reported more hopes for future education had lower level of depression, S-anxiety and T-anxiety. The number of fear for future education and occupation and anxiety could mutually positively predict each other. The temporal extension of realizing hope for future education and depression, anxiety could mutually negatively predict each other.(3) Commitment for future education and AV could promote each other, and positive expectation for future education and SPP could promote each other. Commitment for future education could enhance SPP. SPP and AV could promote personal value and positive expectation for future education. SRP could enhance AV and commitment, personal value, positive expectation and feeling for future education. Higher level of internal attribution for future education predicted increasing AV, SPP and SRP.(4) Commitment, internal attribution and positive expectation for future occupation could indirectly enhance SPP and SRP through perceived educational instrumentality. SPP could indirectly enhance internal attribution and personal value for future occupation through perceived educational instrumentality, and directly promote positive expectation and feeling for future occupation.(5) In relatively short period of time, depression and S-anxiety negatively predicted AV and SPP, but S-anxiety could enhance SRP; commitment for future education and occupation and depression had negative interactions; positive feeling for future education and occupation and depression, as well as T-anxiety could mutually negatively predicted each other; internal attribution for future education and occupation could negatively predicted depression, but external attribution for future education and occupation and depression, as well anxiety could mutually promote each other.Study 3 was to explore the relations between adolescents’subclasses of future orientation and their academic and emotional adjustments based on the results of Study 1-b. The sample of subjects was same with Study 1. Statistical methods in the Study 3 included ANOVA, MANOVA, and MLR. Measures including the Chinese version of Future Orientation Questionnaire, Self-perceived Academic Performance, School Record Performance, Center for Epidemiologic Studies Depression Scale, State-Trait Anxiety Inventory used in Study 3 were the same with Study 1. The main findings were as follows:(1) Adolescents were classified into planning-evaluating sub-classes and transitional types between these sub-classes for future education and occupation had mutually positive predictions with adolescents’SPP and SRP.(2) Adolescents were classified into planning-evaluating sub-classes and transitional types between these sub-classes for future education and occupation had mutually negative predictions with adolescents’depression and anxiety.(3) Adolescents who were classified into transitional type from more higher planning-evaluating subclass to moderately higher planning-evaluating subclass had higher score of depression than that of those who were classified into transitional types from more higher planning-evaluating subclass to the highest planning-evaluating subclass and from more lower planning-evaluating subclass to the highest planning-evaluating subclass.The general conclusions were as follows: 1. adolescents’future orientation showed characteristics of change with age growth; 2. adolescents could to be classified to different sub-classes of future orientation; 3. there were multi-dimensional dynamic interactions among adolescents’future orientation and academic and emotional adjustments; 4. adolescents who were classified into different sub-classes of future orientation varied between different levels of academic and emotional adjustments.This dissertation project was the first longitudinal design to explore the developmental characteristics of adolescent’s future orientation, and the integrated multi-dimensional interactions among future orientation, academic and emotional adjustments among contemporary Chinese adolescents. The findings and conclusions that drew on the dissertation project played an important role on the constructing dynamic developmental models of Adolescent’s future orientation and guiding the positive development of adolescents.更多还原