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目的探讨师专生自我厌烦的内容指向、体验状态和应对方式。方法开放式调查和内容分析法。结果自我厌烦内容指向出现频次由高到低为:性格、学业、身体、交往、能力、家庭、经济、就业;体验状态频次排序为:消极心境、自我否定感、自我激励感、自我逃避感;应对方式频次排序为:逃避、问题解决、合理化、求助、忍耐、发泄。结论1师专生中性格自我厌烦最多,且女生多于男生;就业厌烦随年级升高而增多。2自我厌烦感的体验状态以消极心境和自我否定感出现较多,并随年级升高而增多;在应对方式上,采用逃避策略最多。
Aim To explore the self-annoying content of teachers, the state of experience and coping styles. Methodology Open investigation and content analysis. Results Self-annoying content points out the frequency of occurrence is as follows: personality, academic, physical, social, ability, family, economy, employment; frequency of experiential state as negative mood, self-denial, self-esteem, Frequency of coping style: escape, problem solving, rationalization, help, patience, vent. Conclusions There is more self-displeased personality in the first undergraduates, and there are more girls than boys. Employment annoyance increases with the grade. 2 The state of self-displeasure experienced more negative mood and self-denial, and increased with the grade. In coping style, the most escaping tactics were adopted.