中国当代研究生的情感素质现状及其影响因素

为揭示当代研究生情感素质及所受因素影响状况, 用自编问卷调查全国3类地区14座城市51所高校的10056名研究生。结果发现：研究生情感素质呈2层面6大类33种情感的结构; 爱国感、责任感、信用感、自立感、自尊感、成就感等水平较高, 正直感、宽恕感、人文美感、表达自己情绪能力等较低; 不同性别、获奖经历、学科研究生的情感素质有结构性差异; 核心价值观认同、对舆论关注、人际关系、自我要求等对其情感素质有正向影响; 研究生理智情感等高于本专科生。总之, 当代研究生情感素质总体尚好, 各部分发展不均衡, 发展水平受社会、人际和自我等多方因素影响。

Affective diathesis of Chinese contemporary graduate students

Affective diathesis refers to an individual’s emotional psychological quality. It is a series of relatively stable psychological traits that are formed from the combination of both genes and the environment. In recent years, China's graduate student enrollment has increased each year. However, few studies have examined graduate students’ affective diathesis. A large-scale research study on the affective diathesis of Chinese contemporary graduate students is a significant, though challenging, endeavor. We analyzed affective diathesis of Chinese contemporary graduate students and its influencing factors using the self-developed “College Students’ Affective Diathesis Questionnaire” and “Affecting Factor Inventory.” The college students’ affective diathesis questionnaire has six sub-questionnaires (moral affection, rational affection, aesthetic affection, interpersonal affection, life affection, and emotional intelligence), including 33 different kinds of affects. The affecting factor inventory has 35 items in personal, family, school, and social respects. The questionnaires were administered to 10,056 graduate students from 51 colleges and universities in 14 major cities (Beijing, Shanghai, Nanjing, Guangzhou, Changchun, Zhengzhou, Xi'an, Wuhan, Xining, Lanzhou, Guiyang, Nanning, Haikou, Kunming, and so on). The geographical regions included well-developed, developing, and less-developed regions in China. The results revealed the following. First, the affective diathesis of Chinese contemporary graduate students is generally positive. The development levels of life affection and moral affection were relatively high; the development levels of interpersonal affection, aesthetic affection, and emotional intelligence were relatively low. For the specific affections, the development levels of patriotism, responsibility, credibility, self-reliance, self-esteem, achievement, aesthetic for nature, and emotional understanding ability were relatively high; the development levels of integrity, forgiveness, aesthetic for humanity, and emotional expression ability were relatively low. Second, the results revealed that there was a structural difference between males and females. The development levels of integrity and exploration for males were higher than those for females; the development levels of intimacy, emotionally appealing, gratefulness, self-esteem, cherish, aesthetic for nature, and aesthetic for deportment for females were higher than those for males. Additionally, those who received awards had higher levels of affective diathesis, including all of the six sub-affections and nearly all of the specific affections. Further, the development levels of exploration and aesthetics for science in students majoring in science were higher than those for students majoring in liberal arts. Third, the factors that influence the development of affective diathesis in the graduate students fell into four categories: individuals, families, schools, and society. Sound moral values, more public awareness, strong interpersonal relationships, high self-expectations, and so on had a positive impact on graduate students’ affective diathesis. Finally, graduate student's development levels of public benefit, self-improvement, exploration, learning happiness, major interest, self-confidence, aesthetic for humanity, and aesthetic for science were higher than those of undergraduates. Further, the negative influence of school pressure and time spent online on affective diathesis in undergraduate students was greater than it was in the graduate students. The results from this investigation provide educators with abundant first-hand information on how to improve graduate students’ affective diathesis, as well as for academics on the theoretical implications for affective diathesis research.