大学毕业生目标自主性与无望感:社会支持与性别的作用

doi:10.16187/j.cnki.issn1001-4918.2015.04.09

摘要/Abstract

摘要： 大学毕业生面临重要的生活转折, 其个人目标自主性对未来的无望感有显著影响。本研究以192名大四毕业生为被试, 采用特殊目标测量法考察个人目标自主性, 用问卷评价社会支持与无望感, 探讨目标自主性与无望感的关系, 并分析社会支持和性别的作用。结果发现:(1)毕业前夕去向已经确定的大学生, 无望感更低;(2)大四毕业生目标自主性越高, 对未来的无望感越低;(3)目标自主性对无望感的预测受到性别因素调节。对于男生, 高目标自主性能够显著降低无望感;对于女生, 目标自主性对无望感的预测作用不显著;(4)社会支持对于目标自主性与无望感之间的关系没有显著的调节作用, 但是社会支持越高, 其无望感越低。由此可见, 大学毕业生建立自主的个人目标和改善社会支持对降低无望感具有重要意义, 目标自主性的效应对男生尤为明显。

关键词: 目标自主性, 无望感, 社会支持, 性别差异, 大学毕业生

Abstract: Graduation is an important transition in life for college students. What they feel about their personal goals and social support has a great influence on the feeling of hopelessness for future. The present research recruited 192 senior college students and investigated the autonomy of personal goals by adopting the target-measurement approach and further evaluated social support and hopelessness for future by using questionnaires. The results showed that (1) Students who have a settled destination showed remarkably higher hopeless feeling than others. (2) The higher the goal autonomy, the lower the degree of hopelessness for future would be. (3) The more social support they felt, the lower the degree of hopelessness would be. (4) The influence of goal autonomy on the feeling of hopelessness is greater for male students than for female students. The result indicates that when facing significant transition in life during Emerging Adulthood, one can adjust its pessimistic expectation to future by constructing autonomous individual goals and improving social support; what's more, the emphasis of education should be distinguished between genders.

Key words: goal striving, social support, hopelessness, gender, emerging adulthood

中图分类号:

B844

孙铃, 宁彩芳, 黄四林, 窦东徽, 张红川, 张梅. 大学毕业生目标自主性与无望感:社会支持与性别的作用[J]. 心理发展与教育, 2015, 31(4): 451-458.

SUN Ling, NING Caifang, HUANG Silin, DOU Donghui, ZHANG Hongchuan, ZHANG Mei. Goal Striving and Hopelessness in The College-to-career Transition: The Role of Gender and Social Support[J]. Psychological Development and Education, 2015, 31(4): 451-458.

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