种族是学生主观孤独体验的一个因素

Yu. M. Zabrodin, E. Soldatova, O. Andronnikova, Yulia M. Perevozkina
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引用次数: 0

摘要

介绍。孤独的现象是多维的和模糊的。对孤独的态度是多种多样的,在许多因素中,受文化和种族特征的影响。乌拉尔-西伯利亚地区和哈萨克斯坦的领土接近和历史上的关系和移徙使进行文化间和种族间的研究成为可能。这项研究致力于研究这些国家的一年级学生的孤独感体验。由于焦虑和抑郁状态的增长,有时会导致一年级学生的自杀和受害者行为,孤独问题变得尤为紧迫。本研究的目的是确定在俄罗斯和哈萨克斯坦学习的一年级学生的主观孤独体验的民族方面。该研究调查了来自不同种族背景(俄罗斯人、哈萨克人)的197名学生(119名男生和78名女生)的孤独感。研究设计。研究设计包括确定整个经验样本的孤独因素(因素分析),随后计算每个被调查者的接收因素的值。然后分别比较哈萨克族和俄罗斯族的男生和女生。为了进行研究,作者采用了一套方法来研究孤独感,采用了Zung抑郁自评量表和问卷来确定G. R. shagivaleeva的孤独感的水平和性质。研究发现,孤独感的成分构成可以由抑郁的孤独感体验、积极的孤独感体验和人际关系中的孤独感体验三个因素来表征。结果显示,哈萨克族学生表现出消极的孤独感(p = 0.007),实现了抑郁的十个密度。女孩比男孩更具有积极的孤独体验(p = 0.02)。哈萨克族女孩与父母家庭分离,孤独感增强(p < 0.05)。科学的新奇。研究结果证实了孤独现象的多维性,这决定了对孤独态度的模糊性,并特别重视文化中对孤独的价值态度。由于民族态度的特殊性,揭示了学生孤独感体验的差异。本研究的理论意义在于两个族群(俄罗斯族和哈萨克族)学生孤独感的成分构成规律、内容规律和性别角色特异性。现实意义。经验数据有助于理解学生孤独经历的民族特征,并可作为开发增强心理健康的大学课程的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ethnicity as a factor in the subjective experience of loneliness in students
Introduction. The phenomenon of loneliness is multidimensional and ambigu­ous. Attitudes to loneliness are heterogeneous and mediated, among many factors, by cultural and ethnic features. Territorial proximity and historically conditioned relations and migrations of Ural-Siberian territories and Kazakhstan allow conducting intercultural and interethnic re­search. This research is devoted to the study of specifics of loneliness experience by first-year students – representatives of these nations. The problem of loneliness becomes especially ur­gent as a result of growth of anxious and depressive states, and sometimes suicidal and victim behaviour among first-year students.Aim. The aim of the current research is to identify ethnic aspects of the subjective ex­perience of loneliness of first-year students studying in Russia and Kazakhstan. The research examines the specifics of experiencing loneliness by students of different ethnic backgrounds (Russians, Kazakhs), 197 students (119 males and 78 females).Research design. The research design involved the determination of loneliness factors for the entire empirical sample (factor analysis) with subsequent calculation of the values of the received factors for each respondent. Then students were compared separately for boys and girls of Kazakh and Russian ethnicity.Measurements. To conduct the research, the authors used a set of methods to study loneliness, Zung Self-Rating Depression Scale and a questionnaire to identify the level and na­ture of loneliness by G. R. Shagivaleeva.Results. The authors found that the component composition of loneliness can be repre­sented by three factors: depressive experience of loneliness, positive experience of loneliness, experience of loneliness in interpersonal relationships. It was revealed that students of Kazakh ethnicity expressed a negative perception of loneliness (p = 0.007), actualising depressive ten­dencies. A positive experience of loneliness is more characteristic of girls than boys (p = 0.02). For girls of Kazakh ethnicity, separation from the parental family enhances the feeling of lone­liness (p < 0.05).Scientific novelty. The presented research results confirm the multidimensional nature of the phenomenon of loneliness, which determines the ambiguity of attitudes towards it and gives special weight to the value attitude towards loneliness in culture. Differences in the expe­rience of loneliness by students, due to the specifics of ethnic attitudes, are revealed. Theoretical significance of the study is determined by the identified regularities in the component composition of the experience of loneliness by students of two ethnic groups (Rus­sians and Kazakhs), its content and gender-role specificity.Practical significance. Empirical data contribute to the understanding of the ethnic characteristics of students’ experiences of loneliness and can serve as the basis for the devel­opment of university programmes that enhance psychological well-being.
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