AP  >> Vol. 5 No. 12 (December 2015)

    特区大学生学校态度:基于内隐视角
    Based on the Implicit View—The School Attitude of the Special Zone’s College Students

  • 全文下载: PDF(357KB) HTML   XML   PP.740-744   DOI: 10.12677/AP.2015.512096  
  • 下载量: 1,222  浏览量: 4,067   国家科技经费支持

作者:  

邓建军,高秋凤,卢 宁,曾天宇,洪雅洁,魏楚倩:深圳大学心理与社会学院,广东 深圳

关键词:
学校态度内隐联想测验特区大学生School Attitude Implicit Association Test Special Zone’s College Students

摘要:

目的:探讨内隐联想测验(Implicit Association Test, IAT)应用于测量内隐学校态度的可行性以及特区大学生的内隐学校态度现状。方法:依据内隐联想测验的测量理念,编制学校内隐学校态度IAT,对36名大学生进行施测。结果:① 内隐学校态度IAT的具有良好的敏感度(d = 1.254);② 被试在相容辨别任务和不相容辨别任务中的反应时存在极显著的差异(t = 8.462,p = 0.000),被试持有积极的内隐学校态度;③ 与理科生相比,文科生具有更积极的内隐学校态度(F(1, 32)= 6.14, p = 0.006 < 0.05)。结论:应用内隐联想测验来测量内隐学校态度是可行的;特区大学生对特区大学持有积极的态度,文科生优于理科生。

Objective: To explore the feasibility of applying the Implicit Association Test in the measurement of Implicit school attitude and to know the status quo of the school attitude of the Special Zone’s college students. Methods: The Implicit Association Test of school attitude was designed, based on the measurement theory of the Implicit Association Test, 36 college students completed Implicit Association Test. Results: 1) The IAT of Implicit school attitudes had good sensitivity (d = 1.254); 2) The response times between the compatible identify tasks and the incompatible tasks existed sig-nificantly differences (t = 8.462, p = 0.000), and participants held a positive school attitude; 3) The arts-majored students had more positive implicit school attitude than the science-majored students. Conclusion: The application of Implicit Association Test to measure the implicit school attitude was feasible; The Special Zone’s college students held a positive attitude to Special Zone’s college, and the arts-majored students were superior to the science-majored students in their implicit school attitude.

文章引用:
邓建军, 高秋凤, 卢宁, 曾天宇, 洪雅洁, 魏楚倩 (2015). 特区大学生学校态度:基于内隐视角. 心理学进展, 5(12), 740-744. http://dx.doi.org/10.12677/AP.2015.512096

参考文献

[1] 高莹(2010). 班级文化建设与大学生归属感的培养. 高校辅导员学刊, 2(3), 48-50.
[2] 贺雯, 梁宁建(2010). 态度内隐测量方法的发展与探索. 心理科学, 33(2), 384-386.
[3] 江波, 彭彦琴, 芮玲芝(2010). 性诉求广告内隐态度与内隐效果研究. 心理科学, 33(4), 969-971.
[4] 刘婉娜, 马利军, 罗嘉浩(2010). 大学生对同性恋内隐及外显态度的比较研究. 中国健康心理学杂志, 18(12), 1494-1496.
[5] 马子媛, 张殿君, 王俊刚(2012). 大学生对残疾人外显态度和内隐态度的测量与比较. 中国健康心理学杂志, 20(3), 444-445.
[6] 杨雪梅(2004). 小学生的学校态度及其相关因素研究. 健康心理学杂志, 12(3), 213-215.
[7] 俞大森(2006). 大学生归属感初探. 福建师大福清分校学报, (1), 91-95.
[8] 余益兵, 葛明贵(2010). 初中生感知的学校气氛的特点及其与学校适应的关系: 学校态度的中介作用. 中国临床心理学杂志, 18(2), 225-227.
[9] 张春兴(1992). 张氏心理学辞典(页83). 上海: 上海辞书出版社.
[10] Anderman, E. M. (2002). School Effects on Psychological Outcomes during Adolescence. Journal of Educational Psychology, 94, 795-809.
http://dx.doi.org/10.1037/0022-0663.94.4.795
[11] Walton, G. M., & Cohen, G. L. (2011). A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students. Science, 331, 1447-1451.
http://dx.doi.org/10.1126/science.1198364