高职新生同伴关系对学校适应的影响及其干预分析-analysis on the influence of peer relationship of freshmen in higher vocational colleges on school adaptation and its intervention.docxVIP

摘 要近年来，随着我国高等职业技术教育的蓬勃发展，高职大学生在大学生这一 群体中所占的比例日益增加。但是社会、家庭乃至学生本人对高职教育不够认可， 也不够重视，高职新生入学后面临的压力很大，容易滋生适应性障碍，主要表现 为在学校适应上有较大的不平衡性。同伴交往是个体获得归属感和安全感的重要 源泉，同伴支持是大学生主要社会支持来源。同伴关系对大学生学校适应有着举 足轻重的影响，良好的同伴关系能够促进大学生的学校适应。本研究分为两大部分，第一部分是对高职新生同伴关系与其学校适应的调查 研究及两者之间的关系的探讨；第二部分是对高职新生的同伴关系团体干预研究， 以及对团体辅导疗效因素的研究。结论概括如下：第一, 高职新生同伴关系与其学校适应的调查及两者之间的关系的研究表 明：（1）高职新生中，女生同伴关系明显好于男生。（2）同伴关系及其各维度在 独生子女与非独生子女之间差异并不显著。（3）高职文科新生同伴关系略好于理 科新生。（4）高职新生同伴关系及其人际和谐、社会情感两个维度与学校适应之 间呈显著正相关；同伴关系能够预测学校适应性问题。第二,团体干预研究结果表明：通过团体辅导，成员的同伴关系得到了显著改 善，干预前后的得分差异达到了显著的水平，说明本研究的团体干预是有效的。第三，团体疗效因素的研究表明：对高职新生同伴关系团体干预的八个疗效 因素的作用重要性依序为：对团体的正向感觉、认知性获得、利他性、行动力的 引发、自我坦露、共通性、家庭关系体验、建议的提供。关键词：高职新生，同伴关系，学校适应，团体辅导，疗效因素IABSTRACTWith the rapid development of higher vocational education, the proportion of vocational college students is increasing among undergraduates. However, the higher vocational education is not recognized enough by social, family and students. In this way , the pressure of higher vocational school students is great. The freshmen of higher vocational college tend to produce adaptability obstacle, performance for the school adjustment have large unbalance. Peer intercommunion is important source of that individual obtain security and belonging. Peer relationship is the main source of social support of students, peer relationship has significant influence on college students school adjustment. Good peer relationship can promote the school adjustment of college students.The study is with the freshmen of higher vocational college as the research object , it consists of two parts: The first part research on the students’ peer relationship, school adjustment and the relationship between them. The second part is the intervention on the students’ peer relationship, and the therapeutic factors of group counseling.First, peer relationship research shows that:. The state of peer relation of female students is better than male students.(2) All dimensions and total points of the students’ peer-relationship have no signific