五年制高职新生入学适应及其与一般自我效能感和社会支持的关系
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摘要
五年制高职又称五年一贯制高职或五年制大专,是指招收初中毕业生、实行五年一贯制培养的专科层次的高等职业教育,是中等职业教育与高等教育高度融合的一种教育模式,是我国高等职业教育的重要形式之一。由于办学形式的特殊性及学生所处的年龄特点,有必要对该群体的入学适应状况进行研究,因为入学适应的好坏,既影响其当前的身心发展,又对其以后的发展产生深远的影响。因此,本研究旨在了解五年制高职新生的入学适应状况及其与自我效能和社会支持的关系,为更好地开展五年制高职学生入学适应教育提供理论依据,并为五年制高职学生的健康成长提供保障。
本研究以《大学新生入学适应量表》、《社会支持量表》、《自我效能量表》为研究工具对南阳市三所高等院校的五年制高职新生进行了问卷调查,运用SPSS统计软件,调查分析了五年制高职新生的入学适应、自我效能和社会支持的整体情况、特点及自我效能和社会支持对入学适应的作用。
研究结果表明:(1)不同性别、家庭来源、来自单亲家庭与双亲家庭、担任学生干部与非学生干部等类型的五年制高职生入学适应总体水平存在显著差异,这说明五年制高职生的学校适应状况不均衡,部分群体适应不良。
(2)不同性别、家庭来源、独生子女与非独生子女、自愿就读与父母强迫就读、来自单亲家庭与双亲家庭、担任学生干部与非学生干部等类型的五年制高职生在自我效能上存在显著差异。
(3)不同家庭来源、独生子女与非独生子女、自愿就读与父母强迫就读、来自单亲家庭与双亲家庭、担任学生干部与非学生干部等类型的五年制高职生在社会支持总体水平及各维度上存在显著差异。
(4)五年制高职生学校适应总分及各维度与社会支持总分及各维度呈显著正相关;五年制高职学生学校适应总分及各维度与一般自我效能呈显著正相关;社会支持总分及各维度与一般自我效能呈显著正相关。
(5)以社会支持各维度、自我效能及人口学变量为自变量,对五年制高职生入学适应及各维度进行逐步回归分析,结果表明:总体社会支持、支持利用度、主观支持、客观支持、是否学生干部、自我效能及生源地变量对入学适应具有直接的预测作用。
(6)五年制高职生自我效能、社会支持与学校适应的关系模型显示:自我效能和社会支持因素对于入学适应具有平行的直接影响作用;社会支持直接作用于学校适应,又通过影响自我效能而间接作用于学校适应。
根据上述研究结论,本研究提出了改善五年制高职新生适应状况的建议。
The five-year higher educational Education, known as five-year length of schooling or five-year college education, was one of the major education form for students graduating from junior schools and receiving higher vocational education. It was an education model with the combination of secondary vocational education and higher education. The special properties of the education model, together with the characteristic of age of the students, required a research on the adaption situation upon enrollment. Whether the students could adjust themselves to the new situation naturally or not would, not only exert influences on their present mental and physical relationship with self-efficacy and social support, so as to provide theoretical for their adjustment education and guarantee the growth in a healthy way.
Measuring scale for College Freshmen Admission Adjustment, Measuring scale for social Support, and Measuring scale for self-Efficacy were administered to six hundred freshmen in five-year vocational college randomly selected from three higher educational colleges in Nanyang, and all data were employed the SPSS statistic' software to investigate and analyze the whole situation and feature adjustment, self-efficacy and social support as well as the effect of self-efficacy and social support on adjustment after admission of the freshmen in five-year vocational college.
The results of the research were as follows:
1.The general adjustment after admission of five-year vocation freshmen varied greatly person to person in gender, source of students, whether single family and whether serving in students' Union. It showed imbalance and improper adjustment in some groups.
2. The sense of self-efficacy differed significantly in gender, source of students, whether only child, whether single parent family, whether willing to study and whether serving in students' Union.
3.The general social support and dimensions varied greatly in source of students, whether only child, whether single parent family, whether willing to study and whether serving in students' Union.
4.Significant positive correlations existed between the score of adjustment after admission and dimensions and that of social support and dimensions; and Significant positive correlations existed between the gross score of adjustment after admission and dimensions and general self-efficacy; The gross score of social support and dimensions were in positive correlation with common self-efficacy.
5.The regression analysis of the adjustment after admission and dimensions, based on the independent variables of social support dimensions, self-efficacy and demographic variable, showed that adjustment after admission was directly predicted by the social support, supporting availability, subjective support, objective support, whether serving in students' Union, self-efficacy and source of students.
6.The relation model of Five-year vocational students' self-efficacy, social support and adjustment after admission showed that: self-efficacy, together with social support exerted the same influences directly on the adjustment after admission; social support acted on adjustment after admission directly and indirectly through the influence of self-efficacy.
It is suggested that effective measures should be taken to promote the ability of adjustment after admission for five-year vocational students with the effort of the society, school, family and the students.
本研究以《大学新生入学适应量表》、《社会支持量表》、《自我效能量表》为研究工具对南阳市三所高等院校的五年制高职新生进行了问卷调查,运用SPSS统计软件,调查分析了五年制高职新生的入学适应、自我效能和社会支持的整体情况、特点及自我效能和社会支持对入学适应的作用。
研究结果表明:(1)不同性别、家庭来源、来自单亲家庭与双亲家庭、担任学生干部与非学生干部等类型的五年制高职生入学适应总体水平存在显著差异,这说明五年制高职生的学校适应状况不均衡,部分群体适应不良。
(2)不同性别、家庭来源、独生子女与非独生子女、自愿就读与父母强迫就读、来自单亲家庭与双亲家庭、担任学生干部与非学生干部等类型的五年制高职生在自我效能上存在显著差异。
(3)不同家庭来源、独生子女与非独生子女、自愿就读与父母强迫就读、来自单亲家庭与双亲家庭、担任学生干部与非学生干部等类型的五年制高职生在社会支持总体水平及各维度上存在显著差异。
(4)五年制高职生学校适应总分及各维度与社会支持总分及各维度呈显著正相关;五年制高职学生学校适应总分及各维度与一般自我效能呈显著正相关;社会支持总分及各维度与一般自我效能呈显著正相关。
(5)以社会支持各维度、自我效能及人口学变量为自变量,对五年制高职生入学适应及各维度进行逐步回归分析,结果表明:总体社会支持、支持利用度、主观支持、客观支持、是否学生干部、自我效能及生源地变量对入学适应具有直接的预测作用。
(6)五年制高职生自我效能、社会支持与学校适应的关系模型显示:自我效能和社会支持因素对于入学适应具有平行的直接影响作用;社会支持直接作用于学校适应,又通过影响自我效能而间接作用于学校适应。
根据上述研究结论,本研究提出了改善五年制高职新生适应状况的建议。
The five-year higher educational Education, known as five-year length of schooling or five-year college education, was one of the major education form for students graduating from junior schools and receiving higher vocational education. It was an education model with the combination of secondary vocational education and higher education. The special properties of the education model, together with the characteristic of age of the students, required a research on the adaption situation upon enrollment. Whether the students could adjust themselves to the new situation naturally or not would, not only exert influences on their present mental and physical relationship with self-efficacy and social support, so as to provide theoretical for their adjustment education and guarantee the growth in a healthy way.
Measuring scale for College Freshmen Admission Adjustment, Measuring scale for social Support, and Measuring scale for self-Efficacy were administered to six hundred freshmen in five-year vocational college randomly selected from three higher educational colleges in Nanyang, and all data were employed the SPSS statistic' software to investigate and analyze the whole situation and feature adjustment, self-efficacy and social support as well as the effect of self-efficacy and social support on adjustment after admission of the freshmen in five-year vocational college.
The results of the research were as follows:
1.The general adjustment after admission of five-year vocation freshmen varied greatly person to person in gender, source of students, whether single family and whether serving in students' Union. It showed imbalance and improper adjustment in some groups.
2. The sense of self-efficacy differed significantly in gender, source of students, whether only child, whether single parent family, whether willing to study and whether serving in students' Union.
3.The general social support and dimensions varied greatly in source of students, whether only child, whether single parent family, whether willing to study and whether serving in students' Union.
4.Significant positive correlations existed between the score of adjustment after admission and dimensions and that of social support and dimensions; and Significant positive correlations existed between the gross score of adjustment after admission and dimensions and general self-efficacy; The gross score of social support and dimensions were in positive correlation with common self-efficacy.
5.The regression analysis of the adjustment after admission and dimensions, based on the independent variables of social support dimensions, self-efficacy and demographic variable, showed that adjustment after admission was directly predicted by the social support, supporting availability, subjective support, objective support, whether serving in students' Union, self-efficacy and source of students.
6.The relation model of Five-year vocational students' self-efficacy, social support and adjustment after admission showed that: self-efficacy, together with social support exerted the same influences directly on the adjustment after admission; social support acted on adjustment after admission directly and indirectly through the influence of self-efficacy.
It is suggested that effective measures should be taken to promote the ability of adjustment after admission for five-year vocational students with the effort of the society, school, family and the students.
引文
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