【作者】 周昌辉；

【导师】 余欣欣；

【作者基本信息】 广西师范大学 ， 高等教育学， 2008， 硕士

【摘要】 目前社会竞争日趋激烈,给人类社会和个人带来了严峻挑战。随着高等职业教育规模迅速扩大,在取得可喜发展的同时,各类问题也突现出来。高等职业教育重在培养技术应用型人才,相对于本科生,高职高专生的学习时间更短而就业压力更大,面临的竞争也更为激烈,要求其在掌握好专业知识和技术的同时还要不断加强自身心理素质,增强心理免疫能力,才能更好地适应社会;而且也只有那些对自己充满信心,确信自己能够克服困难解决问题的人,即具有较高自我效能感的人,才能在竞争中更好地面对挫折,取得成功。因此开展关于高职高专生一般自我效能感、竞争心理与成就动机的研究,对了解他们面对竞争是否有了相应的准备、心理状态如何,以及怎样提高高职高专大学生的一般自我效能感,有效地发挥他们的技术水平取得成功有着重大的现实意义。但是,国内有关大学生竞争心理的实证研究还相当匮乏,对一般自我效能感与成就动机的关系研究并不多见,关于竞争心理与成就动机的关系研究尚处于探索阶段,针对高职高专生群体的一般自我效能感、竞争心理与成就动机的有关研究,尚未引起学者的足够重视。本研究旨在分析广西高职高专生一般自我效能感、竞争心理的特点,并探讨一般自我效能感、竞争心理与成就动机的关系,以期全面了解西部高职高专大学生群体的一般自我效能感、竞争心理发展状况和成就动机水平,提高人才质量;充实自我效能感、竞争心理、成就动机理论的有关内容;补充教育领域关于高职高专大学生心理辅导方面的有关研究,为推进高职高专生心理健康教育提供理论和实践帮助。本研究选取广西4所高职高专院校的937名学生为研究对象,采用调查工具为一般自我效能感量表(GSES)、成就动机量表(AMS)和大学生竞争心理量表;使用EXCEL2003和SPSS11.0对数据进行统计分析。本研究的结果表明:1.广西高职高专生一般自我效能感的平均水平较高,在中等水平以上。高职高专生的一般自我效能感在性别、年级、专业方面有显著差异;其中男生的一般自我效能感水平显著高于女生,大二、大三学生的一般自我效能感水平显著高于大一,理工科专业的一般自我效能感水平显著高于文科专业;而在生源、是否独生子女、家庭结构、家庭经济状况上均无显著差异。2.广西高职高专生总的竞争得分属于中等偏上水平。(1)高职高专生的竞争心理总分、竞争动机、竞争策略、行为倾向、自我展示、获得利益、权威竞争、兴趣竞争、生活竞争在性别上差异显著;其中除兴趣竞争外,男生均显著高于女生,男生表现出更强的竞争性。(2)高职高专生的竞争心理总分、竞争动机、竞争策略在年级上差异显著;其中在竞争心理总分和竞争倾向上,大二显著高于大一;在竞争动机上大一显著高于大三;在竞争策略上大二、大三显著高于大一。(3)高职高专生的竞争心理总分、竞争倾向、竞争动机、竞争策略、竞争内容在专业上差异显著,均为理工科专业显著高于文科专业。(4)高职高专生的竞争策略在生源上存在显著差异,县城、城市高职高专生的竞争策略显著高于乡村学生。(5)高职高专生的竞争策略在是否独生子女上存在显著差异,独生子女的竞争策略显著高于非独生子女。(6)高职高专生的竞争心理总分、竞争策略在家庭结构上存在显著差异,均为单亲家庭学生的竞争总分、竞争策略显著高于非单亲家庭。(7)高职高专生的竞争策略在家庭经济状况上存在显著差异,家庭经济状况较好的高职高专生其竞争策略显著高于经济状况中等和较差的。3.广西高职高专生追求成功的动机、避免失败的动机水平一般,都处于中等水平;追求成功的动机高于避免失败的动机;合成成就动机平均值较低,广西高职高专生的合成成就动机整体水平不高。4.广西高职高专生一般自我效能感与其成就动机中的追求成功动机、避免失败动机有显著相关。高、低一般自我效能感组的高职高专生在追求成功动机上的差异显著,一般自我效能感高分组的追求成功动机显著高于低分组;在避免失败的动机上差异不显著。广西高职高专生竞争心理总分及各维度与其成就动机中的追求成功动机、避免失败动机均有显著相关。高、低竞争心理组的高职高专生在追求成功动机、避免失败动机上的差异显著;竞争心理高分组的追求成功、避免失败动机显著高于低分组。广西高职高专生一般自我效能感与竞争心理总分及各维度都有显著相关。高、低一般自我效能感组的高职高专生在竞争心理总分及各维度上差异显著,一般自我效能高分组的竞争心理总分、竞争倾向、竞争动机、竞争策略、竞争内容均显著高于低分组。广西高职高专生的一般自我效能感、竞争心理各维度存在相互作用,能共同预测其追求成功动机、避免失败动机。一般自我效能感和竞争心理是影响高职高专生成就动机的重要因素。更多还原

【Abstract】 Nowadays with the competition in the society becoming more and more fierce, people have to face the severe challenges. As higher vocational education is broadening its scale and developing greatly, various problems begin to arise. Higher vocational education focuses mainly on training students with technology application, who may have shorter time to study and face more violent competition under more stress than those undergraduate students. They are required to well master their major knowledge and technology as well as to improve their psychological quality, thus to better adapt to the society. Only those who have enough confidence on themselves to solve problems (i.e. having high general self-efficacy) can face the frustration in competition and finally achieve success. So it is of great significance to study those students’general self-efficacy, competitiveness and achievement motivation, to learn their preparations and psychological status for the competition, and to know how to improve their general self-efficacy and make it play an important role in improving their technical skill to achieve success.However, there are few domestic empirical researches on college students’competitiveness. Researches on the relations between general self-efficacy and achievement motivation are also uncommon, and researches on the relations between competitiveness and achievement motivation are still at the exploratory stage .What’s more, the related research on general self-efficacy, competitiveness and achievement motivation of students at higher vocational colleges hasn’t drawn much attention of the scholars. So this research aims to analyze the characteristics of general self-efficacy and competitiveness of students at higher vocational colleges in Guangxi and to discuss the relations among general self-efficacy, competitiveness and achievement motivation, thus to know students at higher vocational colleges in the western part of China; to improve the quality of the talent; to enrich the related theories of general self-efficacy, competitiveness and achievement motivation, and to supplement the related research on psychology counseling for students at higher vocational colleges, thus to provide theoretical and practical help for improvement of the mental health of higher vocational education.This research adopts 937 students of 4 higher vocational colleges in Guangxi Province as the objects of study and uses General Self-Efficacy Scale (i.e. GSES), The Achievement Motive Scale (i.e. AMS) and University Students’Competitiveness Scale as the investigation measurement. EXCEL2003 and SPSS11.0 are also used to analyze the data. Based on the data analysis, some research results are as followed:(1) The general self-efficacy of students at higher vocational colleges in Guangxi is above the average level. Their general self-efficacy remarkably differs in gender, grade and major. Male general self-efficacy is higher than female; sophomores and juniors have higher general self-efficacy than freshmen; students of science and engineering have higher general self-efficacy than those of arts; while their birthplace, sibling situation, family structure and financial status make no difference to it.(2) Students at higher vocational colleges in Guangxi are capable of an upper second in competitiveness.①Their total score of competitiveness, competitive motivation, competitive tactics, behavior tendency, self-display, profit gain, authority competition, interest competition and life competition are greatly different in gender, in which male students have a higher score than female students except in interest competition.②Their total score of competitiveness, competitive motivation and competitive tactics are different in grade. Sophomores are higher than freshmen in the total score of competitiveness and competitive tendency; sophomores and juniors are higher than freshmen in competitive tactics; while freshmen are higher than juniors in competitive motivation.③Their total score of competitiveness, competitive tendency, competitive motivation, competitive tactics and competitive substance are different in major, in which students of science and engineering are much higher than those of arts.④They differ only in competitive tactics for their different birthplaces. Students from the urban area are higher than those from the rural area.⑤Their competitive tactics are also differed for their sibling situation. Only-child is higher than non- only child.⑥Their total score of competitiveness and competitive tactics are different due to the family structure. Students of single-parent family are higher than those of non single-parent family.⑦Their family financial status only makes difference to the competitive tactics. Those from the well-off families are higher than those from families with moderate or lower financial conditions.(3) Students at higher vocational colleges in Guangxi have a general level in the motivation of pursuing success and avoiding failure. The motivation of pursuing success is more than that of avoiding failure, thus the general achievement motivation is well below the average.(4) General self-efficacy of students at higher vocational colleges in Guangxi has relations with motivation of pursuing success and motivation of avoiding failure. Each level of general self-efficacy is different in motivation of pursuing success, the group with higher score in general self-efficacy has much better lever in pursuing success .While the difference in motivation of avoiding failure is not marked. The total score and dimension of competitiveness have a lot to do with the motivation of pursuing success and avoiding failure. Students in high rank are different from those in low rank; the high rank group is above the low group. Their general self-efficacy, total scores of competitiveness and its dimension have relations with each other. Students of high general self-efficacy are different from those of low general self-efficacy in the total score of competitiveness and its dimension. General self-efficacy and competitiveness interact each other; their general self-efficacy along with the dimension of competitiveness can be adopted to predict their motivation of pursuing success and avoiding failure. General self-efficacy and competitiveness are the essential elements of affecting the achievement motivation of vocational students.更多还原