不是那么不同,也不欠缺:第一代和后代学生的自我和自我差异.
Xiaolu Zhang1, Veronika Job1, Christina Bauer1
1Department of Occupational, Economic, and Social Psychology, University of Vienna, Vienna, Austria.
British journal of psychology (London, England : 1953)
|July 12, 2025
概括
第一代大学生和下一代学生对自己的理想和应有的自我有着相似的自我认知. 与缺陷叙述相反,第一代学生并不认为他们实际和渴望的自我之间存在更大的差异.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 之前的研究经常使用对第一代大学生的赤字镜头.
- 人们对第一代和下一代学生如何看待自己的目标和义务知之甚少.
- 了解自我认知对于解决教育公平至关重要.
研究的目的:
- 调查第一代和下一代学生对理想和应该自我的自我认知.
- 为了比较这两组学生之间的感知自我差异.
- 挑战围绕第一代学生的基于赤字的叙述.
主要方法:
- 使用希金斯理论评估了理想的自我,应该的自我和自我差异.
- 调查了美国大学生的一个大样本 (N=1244) 跨越三个波.
- 分析了定量数据,以比较第一代和下一代学生之间的反应.
主要成果:
- 在两个群体之间的理想和应该的内容上没有发现任何显著的差异.
- 第一代和下一代学生都报告了他们理想和应有的自我具有惊人的相似特征.
- 感知到的理想或应该的自我差异在各组之间没有显著差异.
结论:
- 第一代学生的自我认知与下一代学生的自我认知一致.
- 这项研究挑战了基于缺陷的第一代学生的描绘.
- 第一代学生不认为自己比同龄人更远离他们渴望的自我.
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