全日制和函授型大学生人格成熟度与主观幸福感的关系

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摘要

本文对全日制和函授心理学专业学生人格成熟度与主观幸福感的关系进行了研究。人格成熟的概念是由s.s teppe和Yu.Z提出的。希尔布克的方法,主观幸福感的概念是根据迪纳的享乐主义方法来考虑的。实证研究采用了人格成熟度问卷、、、、、、等方法。人格成熟度问卷(S. S. shteppe)、主观幸福感量表(V.N.Sokolova)、生活满意度量表(E. Diener)、主观幸福感量表(S. Lyubomirsky)。本研究的对象是二年级学生,因为这段时间可以被认为是整个学习时间中最稳定的。结果显示,大多数心理学专业学生的人格成熟度达到了hilbukh的可接受水平,即“非常高”、“高”和“满意”。根据oss shteppe的说法,他们中的大多数人都达到了要求的人格成熟水平。学生主观幸福感在情感和认知水平上均高于平均水平,对生活的满意度高于平均水平。总体而言,两种学习形式的学生的人格成熟度与情感方面的主观幸福感显著相关,与生活满意度作为主观幸福感的认知方面显著相关。在全日制学生中,人格成熟度与幸福感之间也有形成联系的趋势。在全日制学生和函授学生中分别获得了人格成熟度各成分与主观幸福感的相关关系。全日制学生主观幸福感的不同方面与人格成熟的成就动机、自我接纳和生活哲学等组成部分有着更为广泛的联系。在函授课程学生中,主观幸福感的各个方面在更大程度上与人格成熟度的组成部分联系在一起,如可接触性、容忍度和协同性。可以说,全日制学生要想在情感上感到舒适,就需要具备调节与自己关系的性格,而函授课程的学生则需要具备沟通和建立关系所需要的性格。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
PERSONALITY MATURITY AND SUBJECTIVE WELL-BEING IN STUDENTS OF FULL-TIME AND CORRESPONDENCE FORMS OF STUDYING IN THE UNIVERSITY
The article contains the research of connections between personality maturity and subjective wellbeing in full-time and correspondence course psychology students. The concept of personality maturity is considered in terms of O.S.Shteppe’s and Yu.Z.Hilbukh’s approaches, the concept of subjective well-being is considered in terms of E. Diener’s hedonistic approach. For empirical study there were used such methods as Personality Maturity Questionnaire Yu.Z. Hilbukh, Personality Maturity Questionnaire O.S.Shteppe , Subjec tive Well-being Scale A. Perrudet-Badoux in V.N.Sokolova adaptation, Satisfaction with Life Scale E. Diener in D.O.Leontiev adaptation, Subjective Happiness Scale S. Lyubomirsky. The subjects of the research were second year students since this period can be considered the most stable of whole studying time. It’s revealed that the most psychology students have got acceptable level of personality maturity by Yu.Z.Hilbukh that is very high, high or satisfactory level. According to O.S.Shteppe the most of them have got required level of personality maturity. Students feel subjective well-being on emotional and cognitive level by average measure, they feel happy with their life by higher than average measure. Personality maturity in general is signifiantly correlates with subjective well-being in the emotional aspect and satisfaction with life as cognitive aspect of subjective well-being in students of both forms of studying. Also the tendency to form connection between personality maturity and feeling of happiness is revealed in full-time students. Correlations between com ponents of personality maturity and subjective well-being were obtained for full-time and correspondence course students separately. In full-time student’s different aspects of subjective well-being are more wildly connected with such components of personality maturity as motivation of achievement, self-acceptance and life philosophy. In correspondence course students, aspects of subjective well-being are to more extent connected with components of personality maturity as contactability, tolerance and synergy. It can have argued that full-time students to feel emotionally comfortable need to have dispositions which regulate relations with themselves, but correspondence course students need to have dispositions which are demanded in communication and building ofrelationships.
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