大學生自我認同與宿舍人際關系的研究.pdf

1、學位論文獨創(chuàng)性聲明本人所呈交的學位論文是在導師的指導下取得的研究成果。據(jù)我所知，除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含其他個人已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出重要貢獻的個人和集體，均已在文中作了明確說明并表示了謝意。作者簽名：煎煎日期：塑!L笸：蘭學位論文使用授權聲明本人授權沈陽師范大學研究生處，將本人碩士學位論文的全部或。部分內(nèi)容編入有關數(shù)據(jù)庫進行檢索；有權保留學位論文并向國家主管部門或其指定機構(gòu)送交論文的電子版和紙質(zhì)版

2、，允許論文被查閱和借閱；有權可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。保密的學位論文在解密后適用本規(guī)定。作者簽名：煎鴦日期：叢il：』!三StudyoncollegeStudents’egoidentityanditsRelationshipwithDormitorynterpersonaIRelationship’AbstractIllrecentyears，theproblemofcollegestudentsdormi

3、toryinterpersonalrelationshiphasbeencausedconcernandattentionbyallcirclesThepoordormitoryinterpersonalrelationshipnotonlyaffectsthenormallifeandlearningofstudents，butitisalsothedirectfactorwhichleadstothemaladjustmentofs

4、ch001Thereforeindepthstudythestructureandcharacteristicsofcollegestudents’dormitoryinterpersonalrelationshipandtherelationship謝mego—identityhavehugetheoreticalandpracticalsignificanceofformattingasoundpersonalityandmenta

5、lhealthforcollegestudentsWecollectthequestionnaireitemsbyselfdisclosurescaleonthebasisoftheextensiveliteratureandupdatedfindingsThisstudyusingthemethodofexploratoryandconfirmatoryanalysis，exploresthestructureofthecollege

6、students’dormitoryinterpersonalrelationshipFurthermorethecollegestudents’dormitoryinterpersonalrelationshipandtheconnectionwinlegoidentityareexploredinthisstudyTheresultsshowedthat：1Theselfdesignedquestionnaireofcolleges

7、tudents’dormitoryinterpersonalrelationshipWasofhigllreliabilityandvalidityRcouldbeusedasanevaluativeimplementoncollegestudents’dormitoryinterpersonalrelationshipFivedimensionswel“eidentifiedincollegestudents’dormitoryint

8、erpersonalrelationship：groupcognitionlinguisticcommunicationdisruptivebehaviorsharingbehaviorpersonalcharacteristics2Formthegenerallevelofcollegestudents’dormitoryinterpersonalrelationship，therehasasignificantgradediffer

9、enceasfollows：therehasasignificantgradedifferenceinartsstudents；therehasasignificantsubjectdifferenceinthefreshmanInthedimensionoflinguisticcommunicationtherehasasignificantgradedifferenceinsciencestudents；therehasasigni

10、ficantsubjectdifferenceinthefreshmanInthedimensionofdisruptivebehaviortherehasasignificantsubjectdifferenceinfemalestudents；therehasasignificantbetweenmaleandfemaleintheartsstudentsInthedimensionofsharingbehaviortherehas