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| 学习者、研究者还是“打工人”？——角色认同互动模型下的博士生情绪韧性研究 |
| Student, Researcher or Laborer?——A Study on the Emotional Resilience of Doctoral Students with the Role Identity Interaction Model |
| 投稿时间：2022-09-28 |
| DOI：10.19834/j.cnki.yjsjy2011.2023.04.02 |
| 中文关键词: 博士研究生;情绪韧性;心理状态;角色认同互动模型 |
| 英文关键词: doctoral student;emotional resilience;mental health;role identity interaction model |
| 基金项目:教育部人文社会科学重点研究基地重大项目"中国教师教育质量的评价体系研究"(19JJD88000);教育部人文社会科学重点研究基地重大项目"中国教师教育质量的基本理论研究"(19JJD880002) |
| 作者 | 单位 | | 孙晓红 | 北京师范大学 教师教育研究中心, 北京 100875 | | 李琼 | 北京师范大学 教师教育研究中心, 北京 100875 |
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| 中文摘要: |
| 博士研究生的情绪韧性是其良好心理状态的体现。基于角色认同互动模型,以21位博士研究生为访谈对象,研究发现:博士生的情绪韧性建构常囿于学习者、研究者和"打工人"三种角色认同的矛盾张力中。三种角色认同之间的关系构成了博士生从"角色认同分离"到"角色认同整合"之间的连续统。在这个连续统中,"沮丧的适应者""艰苦的追随者""激情的战斗者"分别代表了博士生低、中、高三个水平的情绪韧性。其中博三是博士生情绪韧性水平变化的关键时期,个人、关系、环境三种因素联动,共同影响了博士生的情绪韧性。为此,建议高校博士生招生应注重性格、学术志趣等软实力的考核;要创设适当条件,帮助博士生搭建共同体;应健全博士生培养过程,为博士生的学术成长提供支持。 |
| 英文摘要: |
| The emotional resilience of doctoral students is a reflection of their good psychological state. With the help of the role identity interaction model, the interviews with 21 selected doctoral students find that the formation of the emotional resilience of doctoral students is often confined to the contradictory tension of the three role identities between student, researcher, and laborer. The relations between the identities of the three roles constitute a continuum for doctoral students from "role identity separation" to "role identity integration". Along the continuum, the identities as "frustrated adaptors", "hard followers", and "passionate fighters" represent respectively the low, medium, and high levels of emotional resilience of doctoral students. The third year of doctoral education is a critical period for the changes of the emotional resilience levels of doctoral students. The interaction between personal, relationship, and environment factors jointly influences the emotional resilience of doctoral students. Based on this study, the authors suggest that universities should pay attention to the assessment of personality, academic interest and other factors related to the "soft power" of the candidates when enrolling fresh doctoral students, create appropriate conditions to help them build a community, improve the training process for them, and provide support for them in their academic development. |
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