【摘要】：目的：本研究從外顯和內(nèi)隱性態(tài)度兩個(gè)方面來(lái)測(cè)量真實(shí)的性態(tài)度，并且嘗試將我國(guó)的《性科學(xué)概論課程》與國(guó)外的性態(tài)度重建模式（sexual attituderestructuring,SAR）相結(jié)合，探討結(jié)合之后的《性科學(xué)概論》課程對(duì)大學(xué)生外顯性態(tài)度和內(nèi)隱性態(tài)度的影響。 方法：首先，是對(duì)簡(jiǎn)易性態(tài)度量表（The Brief Sexual Attitudes Scale，BSAS）進(jìn)行測(cè)試并修訂。對(duì)621名大學(xué)生發(fā)放簡(jiǎn)易性態(tài)度量表，驗(yàn)證該量表的信效度。其次，是探討《性科學(xué)概論》課程對(duì)大學(xué)生內(nèi)隱性態(tài)度和外顯性態(tài)度的影響。采用兩組前后測(cè)，實(shí)驗(yàn)組與對(duì)照組均接受性態(tài)度量表及內(nèi)隱聯(lián)想測(cè)驗(yàn)測(cè)量。實(shí)驗(yàn)組23人（男15，女8）接受每周1次，每次2小時(shí)，共12次的《性科學(xué)概論》課程，對(duì)照組為23人（男14，女9）則不做任何處理。自變量為《性科學(xué)概論》課程，因變量為大學(xué)生內(nèi)隱性態(tài)度和外顯性態(tài)度，根據(jù)被試在外顯性態(tài)度量表及內(nèi)隱聯(lián)想測(cè)驗(yàn)上的得分測(cè)量自變量對(duì)因變量的影響效果，實(shí)驗(yàn)組與對(duì)照組均接受性態(tài)度量表及內(nèi)隱聯(lián)想測(cè)驗(yàn)的前測(cè)和后測(cè)。 結(jié)果：（1）總量表的內(nèi)部一致信Cronbach’s Alpha系數(shù)為0.84；各條維度分量表的內(nèi)部一致性a系數(shù)在0.50-0.79之間。重測(cè)樣本的初測(cè)總分均分為66.73±9.54，重測(cè)的總分均分為68.53±10.98，兩次測(cè)量的相關(guān)系數(shù)為0.85，各維度分量表的重測(cè)相關(guān)系數(shù)在0.69-0.83之間，P0.01。驗(yàn)證性因素分析的結(jié)果顯示：χ2=1120.21, df=224，NFI=0.70，IFI=0.75，TLI=0.71，CFI=0.75，AGFI=0.80，GFI=0.84，RMSEA=0.08，總體上達(dá)到測(cè)量學(xué)要求。（2）《性科學(xué)概論》課程前后，實(shí)驗(yàn)組被試的外顯性態(tài)度分別在總分（T=-3.908，P㩳0.01）以及寬容性（T=-2.368，P㩳0.05）、交流性（T=-2.800，，P㩳0.01）和功能性（T=-2.493，P㩳0.01）這三個(gè)維度前后測(cè)得分存在顯著性差異。實(shí)驗(yàn)組與對(duì)照組在總分上（T=2.046，P㩳0.05）實(shí)驗(yàn)組顯著高于對(duì)照組。（3）《性科學(xué)概論》課程前后，實(shí)驗(yàn)組被試的內(nèi)隱性態(tài)度存在顯著差異（T=2.127， P㩳0.05）。實(shí)驗(yàn)組與對(duì)照組在內(nèi)隱性態(tài)度量表后測(cè)得分中存在顯著性差異（T=-2.053， P㩳0.05）。實(shí)驗(yàn)組被試的內(nèi)隱性態(tài)度后測(cè)平均分為負(fù)值，顯示總體對(duì)性持正性態(tài)度。 結(jié)論：（1）簡(jiǎn)易性態(tài)度量表（BSAS）的信效度較高。（2）《性科學(xué)概論》課程之后，實(shí)驗(yàn)組被試的外顯性態(tài)度得分存在顯著性差異，表明《性科學(xué)概論》課程有助于實(shí)驗(yàn)組被試的外顯性態(tài)度向著積極方向發(fā)展。（3）《性科學(xué)概論》課程之后，實(shí)驗(yàn)組被試的內(nèi)隱性態(tài)度存在顯著差異，表明《性科學(xué)概論》課程有助于實(shí)驗(yàn)組被試的內(nèi)隱性態(tài)度正向發(fā)展。
[Abstract]:Objective: to measure the real sexual attitude from explicit and implicit attitudes, and try to combine the "introduction to sexual Science" with the foreign sexual attitude Reconstruction Model (sexual attituderestructuring,SAR). This paper explores the influence of the combined course on the explicit and implicit attitudes of college students. Methods: first of all, the mini-attitude scale (The Brief Sexual Attitudes Scale,BSAS) was tested and revised. A simple attitude scale was issued to 621 college students to verify the reliability and validity of the scale. Secondly, the influence of the course on implicit attitude and explicit attitude of college students is discussed. Both the experimental group and the control group were measured by sexual attitude scale and implicit association test. The experimental group (male 15, female 8) received 12 sessions of "introduction to sexual Science" once a week for 2 hours, while the control group of 23 (male 14, female 9) did not do any treatment. The independent variable is an introduction to sexual science, the dependent variable is the implicit attitude and the external dominant attitude of the college students. The effect of independent variables on the dependent variables is measured according to the scores of the subjects' external dominant attitude scale and implicit association test. Both the experimental group and the control group received the pre-test and post-test of sexual attitude scale and implicit association test. Results: (1) the internal consistent Cronbach's Alpha coefficient of total table is 0.84, and the internal consistency a coefficient of each dimension component table is between 0.50-0.79. The total scores of the retest samples were 66.73 鹵9.54 and 68.53 鹵10.98, respectively. The correlation coefficient of the two measurements was 0.85. The retest correlation coefficient of each dimension was 0.69-0.83, P 0.01. The results of confirmatory factor analysis showed that: 蠂 2 1120.21, df=224,NFI=0.70,IFI=0.75,TLI=0.71,CFI=0.75,AGFI=0.80,GFI=0.84,RMSEA=0.08, generally met the requirements of surveying. (2) before and after the course of "introduction to sexual Science", There were significant differences in the external dominant attitude of the subjects in the experimental group between before and after the total score (TC- 3.908P0. 01), tolerance (T- 2. 368 P0. 05), communication (T- 2. 800 P0. 01) and functional (T- 2. 493-P0. 01). The total score of the experimental group and the control group was significantly higher than that of the control group. (3) there was a significant difference in the implicit attitude between the experimental group and the control group (T2.127, P0. 05). There was significant difference between the experimental group and the control group in the scores of the recessive attitude scale (T- 2.053, P0. 05). The inner recessive attitude of the experimental group was divided into negative values on average, showing a positive attitude towards sex as a whole. Conclusion: (1) the reliability and validity of simple attitude scale (BSAS) is higher. (2) after the course of "introduction to sexual Science", there is a significant difference in the scores of external dominant attitude of the subjects in the experimental group. The results showed that the course of "introduction of sexual Science" was helpful to the positive development of the external dominant attitude of the subjects in the experimental group. (3) after the "introduction to sexual Science" course, there were significant differences in the implicit attitude of the subjects in the experimental group. The results show that the course is helpful to the positive development of the implicit attitude of the subjects in the experimental group.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

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