社会排斥、主观学业成功、幸福感与信任的意义

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie Pub Date : 2021-01-01 DOI:10.1026/0049-8637/a000236
Barbara Thies, E. Heise, Inka Bormann
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引用次数: 3

摘要

摘要本文采用人-环境契合度的视角来研究教育背景和一般信任是否与大学生活契合度(或不契合度)以及主观学业成功和幸福感的标准相关,以及如何相关。为了分析学生如何感知与大学的契合,我们测量了他们对排斥的感知和他们的情感承诺。样本包括来自两所德国大学的N = 424名学生,其中约一半的人至少有一位父母受过高等教育。研究结果表明,特别是一般信任与学业成功的主观标准有关,这种关系一方面受排斥感的影响,另一方面受情感承诺的影响。两种中介的比较表明,排斥感在预测应对学习需求的满意度和总体幸福感方面特别有效。我们讨论了这些结果对未来大学多样性管理的意义,以克服社会不平等和增加社会包容。
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Social Exclusion, Subjective Academic Success, Well-Being, and the Meaning of Trust
Abstract. This article uses a person-environment fit perspective to investigate whether and how educational background and general trust are related to fit (or not) with university life as well as to criteria of subjective academic success and well-being. To analyze how students perceive fit with their university, we measured their perception of exclusion and their affective commitment. The sample includes N = 424 students from two German universities, about half of whom have at least one parent with tertiary education. The results show that especially general trust is related to the subjective criteria of academic success, and that this relationship is mediated by the perception of exclusion, on the one hand, and by the affective commitment, on the other hand. A comparison of the two mediators shows that the perception of exclusion is particularly potent in terms of predicting satisfaction with coping with study demands and general well-being. We discuss the results in terms of their significance to the future diversity management at universities for overcoming social inequality and increasing social inclusion.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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