摘要
目的:对大学生的人际信任与人际关系相关因素进行调查,探讨不同年级及性别的差异。方法:于2004-09/09对济南4所大学的579名在校大学生的人际信任与人际关系及相关因素进行调查。采用①生活事件量表:依据刘贤臣的“青少年生活事件量表”,主要摘用其中人际关系因子I部分。②人际信任量表:包含各种环境下和不同角色的人际信任。③人性哲学修订量表:包括“相信人基本上都是善良的”正因子和“愤世嫉俗”负因子。④信赖他人量表:信任程度愈高得分愈低。⑤容纳他人量表:测试容纳他人和被他人容纳。⑥自制的调查问卷:如一般资料、个人特征、经济状况、家庭环境父母教育方式和最影响情绪和心理的10大问题。观察不同性别、不同年级间大学生人际信任各测量指标;人际信任相关因素的多元逐步回归分析。结果:共发放问卷600份,回收回答完整问卷579份,有效率96.5%。①对大学生的人际信任评分,无论是人际信任量表或是人性哲学值得信赖因子分男生均明显高于女生(31.56±8.50,29.82±8.43,t=2.47,P<0.05;31.07±8.60,29.83±7.96,t=2.58,P<0.01),而人际关系紧张的发生率以及生活事件量表人际关系因子分则正相反,男生明显低于女生(22.47%,31.71%,χ2=6.52,P<0.05;7.49±2.81,7.98±3.21,t=2.94,P<0.05)。②大一学生的人际信任、值得信任、被人容纳得分明显低于其他各年级学生,犤(77.94±9.21,80.19±9.05,80.81±9.19,79.88±8.83),(28.81±8.71,30.96±7.83,31.32±9.09,30.65±8.45),(15.90±3.58,16.92±3.22,17.03±3.26,16.84±3.80),t=2.0～4.39,P<0.05～0.01犦,而人际关系紧张的发生率及负性生活事件的人际关系因子分高于其他年级犤37.5%,25.4%,22.3%,25.5%,χ2=2.56～6.24,P<0.05;8.29±3.16,7.74±2.98,7.58±2.84,7.70±3.01,t=2.2～2.96,P均<0.05犦。③人际信任相关因素的多元逐步回归分析,按作用大小依次为健康状况(-0.2534)、兴趣爱好(0.2264)、家庭住址(0.1951)、母亲教育方式(0.1046)、性格类型(0.0845)五项因子的回归系数,在α=0.05水平上进入回归模型且有显著性意义(t=2.11～5.70);④人际关系与人际信任呈显著正/负相关(r=-0.3964～-0.4600,P<0.01或r=0.1222～0.1900,P<0.05)。结论:本调查结果显示,人际信任程度的高低,直接影响着人际关系的好坏;男生的人际信任和人际关系好于女生,高年级的学生好于大一的学生,且与健康状况、经济状况、生活费来源、兴趣爱好、家庭住址、父母亲教育方式及性格类型等多种因素有关。
AIM： To investigate the related factors of interpersonal trust and interpersonal relationship in university students, and discuss the differences between different grades and genders. METHODS： In September 2004, the interpersonal trust and interpersonal relationship and the related factors were investigated among 579 undergraduates of 4 universities in Jinan city. They were assessed with ① life events scale： based on Liu＇s adolescent self-rating life events check list, the part of interpersonal relationship factor I in it was mainly selected;② interpersonal trust scale： including interpersonal trust under different environments and different roles; ③ human nature philosophy revised scale： consisted of the positive factor of “believing that human are kind basically”and the negative factor of“cynicism”; ④ faith in others scale： the higher the degree of trust, the lower the score; ⑤ acceptance of others scale： to test tolerance and acceptance; ⑥ self-designed inventory： including general data, individual character, economic status, family environment, parental rearing style, and the top 10 problems that affected emotion and psychology. The indexes of interpersonal trust in university students of different genders and grades were observed, The related factors of interpersonal trust were analyzed with the multiple stepwise regression analysis. RESULTS： Totally 600 questionnaires were sent out, and 579 completely answered ones were collected back, the valid rate was 96.5%. ① The scores of interpersonal trust, both interpersonal trust scale and human nature philosophy revised scale, were obviously higher in male students than in female ones （31.56±8.50, 29.82±8.43 ,t=2.47, P 〈 0.05; 31.07±8.60, 29.83±7.96, t=2.58, P 〈 0.01）, but the incidence rate of tense interpersonal relationship and the score of interpersonal relationship in the life event scale were obviously lower in male students than in female ones （22.47%, 31.71%, X^2=6.52, P 〈 0.05; 7.49±2.81, 7.98±3,21, t=2,94, P 〈 0.05）. ② The scores of interpersonal trust, worthy trusting and acceptance in freshmen were ohviously lower than those in the students of the grades [（77.94±9.21, 80.19±9.05, 80.81±9.19, 79.88±8.83）, （28.81±8,71, 30.96±7.83, 31.32±9.09, 30.65±8.45）, （15.90±3.58, 16.92±3.22, 17.03±3.26, 16.84±3.80）, t=2.0 to 4.39, P 〈 0.05 to 0.01], but the incidence rate of tense interpersonal relationship and the score of interpersonal relationship in negative life events were higher than those in the students of other grades [37.5%, 25.4%, 22.3%, 25.5%, X^2=2.56 to 6.24, P 〈 0.05; 8.29±3.16, 7.74±2.98, 7.58±2.84, 7.70±3.01, t=2.2 to 2.96, P 〈 0.05]. ③ The results of multiple stepwise regression analysis of the related factors of interpersonal trust showed that the factors in order according to their actions were health status （-0.253 4）, interest （0.226 4）, address of family （0.195 1）, maternal rearing style （0.104 6）, and personality type （0.084 5）, the regression coefficients of the five factors, which entered the regression model on the level of α=0.05, were significant （t=2.11 to 5.70）. ④ Interpersonal relationship had significant positive or negative correlations with interpersonal trust （r=0.396 4 to -0.460 0, P 〈 0.01; r=0.122 2 to 0.190 0, P 〈 0.05）. CONCLUSION： It is indicated that the degree of interpersonal trust can directly influence interpersonal relationship. The interpersonal trust andinterpersonal relationship are better in male students than in female ones, also better in students of higher grades than in freshmen. The main influencing factors are health statue, economic status, source of living expenses, interest, address of family, parental rearing style and type of character.
出处
《中国临床康复》
CSCD
北大核心
2005年第24期82-84,共3页
Chinese Journal of Clinical Rehabilitation
基金
山东大学科技创新项目(152)~~
