无聊倾向与心理社会发展。
Boredom proneness and psychosocial development.
作者信息
Watt J D, Vodanovich S J
机构信息
Kansas State University, Department of Psychology, Manhattan 66506-5302, USA.
出版信息
J Psychol. 1999 May;133(3):303-14. doi: 10.1080/00223989909599743.
The effect of boredom proneness as measured by the Boredom Proneness Scale (R. F. Farmer & N. D. Sundberg, 1986) on college students' psychosocial development was investigated via the Student Developmental Task and Lifestyle Assessment (SDTLA; R. B. Winston, T. K. Miller, & J. S. Prince, 1995). Low boredom-prone students had significantly higher scores on the following SDTLA measures: career planning, lifestyle planning, peer relationships, educational involvement, instrumental autonomy, emotional autonomy, interdependence, academic autonomy, and salubrious lifestyle. Gender differences on boredom proneness and psychosocial development measures are discussed.
通过学生发展任务与生活方式评估（SDTLA；R. B. 温斯顿、T. K. 米勒和J. S. 普林斯，1995年），研究了用无聊倾向量表（R. F. 法默和N. D. 桑德伯格，1986年）测量的无聊倾向对大学生心理社会发展的影响。低无聊倾向的学生在以下SDTLA测量指标上得分显著更高：职业规划、生活方式规划、同伴关系、教育参与度、工具性自主、情感自主、相互依赖、学术自主和健康的生活方式。文中还讨论了无聊倾向和心理社会发展测量指标上的性别差异。
Zotero 插件