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Culture of college students start their studies in rats attribution

Author: GaoFengHuan
Tutor: YangZhaoNing
School: Qufu Normal University
Course: Basic Psychology
Keywords: Cultural start Self-construal Academic attribution
CLC: B844.2
Type: Master's thesis
Year: 2011
Downloads: 147
Quote: 1
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Abstract


In the domestic multicultural background and psychology are turning academic culture context for the study of contemporary college students in different cultural contexts academic attribution and self-construal features, and controversial cultural priming effects for authentication, the Two experiments were designed study. The experimental priming effects for the culture of a verification experiment using the representative of Chinese culture and American culture, the typical picture of the thirty culture, students were tested on the self-construal to start, start by measuring the effects of cultural priming effect to verify. Experiment 2 students start their studies due to cultural experiment has been verified using the experiment a typical cultural images, the students start their studies in cultural attribution. Meanwhile, according to the experimental results, respectively, from a gender, growth location, whether the child and several other dimensions of contemporary college students self-construal characteristics were determined from a gender, grade, major, growing location, academic performance, and several other dimensions the contemporary college students' academic Attribution were determined. In this study, the following conclusions: (1) self-construal types of cultural priming effect is remarkable. The independence of the self-construal dimensions of American culture Startup group was significantly higher than Chinese culture Startup group and the control group; in interdependent self-construal dimensions, Chinese culture Startup group was significantly higher than American culture Startup group, while the control group The difference was not significant. Compared to the Chinese culture start condition, the start condition of American culture priming effects more significant. (2) students in the self-construal types of general tendency is still interdependence than independence construct constructs, and the difference reached a significant level of independence of the boys in the subscale construct four factors were higher on average than girls, and in the individualistic factor differences reached significance level. Boys interdependence constructs were significantly lower than girls, and the difference is mainly reflected in the relationship between dependent factor. Urban students in the independence of the construct four subscales were higher than the mean of the factors of rural students, and in interdependence construct relationships subscale dependent factor is significantly lower than the child's independence rural students construct high equalization in non-child, and in the egotistical factor was significant difference on the level. Child's interdependent constructs than non-child sharing, and in relation dependent factor on the difference reached significance level. (3) academic attribution cultural priming effect is very significant. Three different treatment groups in terms of the total score, or the outer dimensions of extraversion and introversion dimension differences between the two sub-dimensions were extremely significant. Culture started, American culture startup group was increased tendency to introversion, extraversion decreased sexual orientation. Chinese culture startup group introversion sexual orientation is decreased, extraversion sexuality was increased. (4) types of college students' academic attribution, in general, is still higher than introversion extraversion sexuality sexual orientation. Gender differences in academic attributions were no significant differences on the total score. But the inner dimension of introversion and background efforts on two factors, the girls were significantly higher than boys. Liberal arts students' academic attribution extraversion sexual orientation was significantly higher than science, and mainly in the background factors; introversion was significantly lower than the science of sexual orientation, and mainly in the capacity factors. Grade differences in terms of the total scale, academic success subscale, or in the individual factors are not significant. Growing location for rural students, score and extraversion dimension scored higher than the growth location for the city's students this difference in failure on a smaller scale, urban students are doing when the failure can be attributed to some extent extraversion sexual orientation relative increased. The luck factor, the rural students was significantly higher than in urban students' academic success attribution subscale scores two extremely significant difference, academic failure subscale scores were significantly higher than academic success scale. Academic failure subscale scores on introversion was significantly lower academic success subscale; extraversion subscale scores than successful, but the difference was non-significant.

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