Guarino A, Michael W B, Hocevar D
Department of Research, Media, and Technology, State University of West Georgia, USA.
J Soc Psychol. 1998 Dec;138(6):754-7. doi: 10.1080/00224549809603260.
This article reports how the Self-Monitoring Scale (M. Snyder, 1974) predicted integration in the student integration model (V. Tinto, 1987, 1993) among a sample of 380 American community college students. A 2 x 2 between-subjects multivariate analysis of variance was performed on 2 dependent variables: academic and social integration. The independent variables were gender and self-monitoring (low and high). A significant main effect of self-monitoring was obtained for academic integration. Low self-monitors were significantly more likely to integrate academically than high self-monitors. A significant interaction effect of gender and self-monitoring was obtained for social integration. High self-monitoring men were significantly more likely to achieve social integration than low self-monitoring men.
本文报告了自我监控量表（M. 斯奈德，1974年）如何在380名美国社区大学生样本中预测学生融入模型（V. 廷托，1987年、1993年）中的融入情况。对两个因变量——学业融入和社会融入进行了2×2被试间多变量方差分析。自变量为性别和自我监控（低和高）。在学业融入方面获得了自我监控的显著主效应。低自我监控者在学业上比高自我监控者更有可能融入。在社会融入方面获得了性别和自我监控的显著交互效应。高自我监控的男性比低自我监控的男性更有可能实现社会融入。
