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首页> 外文期刊>European Journal of Psychology of Education >Higher education and sociopolitical orientation: The role of social influence in the liberalisation of students
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Higher education and sociopolitical orientation: The role of social influence in the liberalisation of students

机译：高等教育和社会政治取向：社会影响力在学生自由化中的作用

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Research has long suggested that higher education leads to liberalisation in students’ sociopolitical orientations (e.g., Feldman & Newcomb, 1969; Newcomb, 1943/1957; Pascarella & Terenzini, 1991). Differences in level of liberalisation depending on academic discipline have also been found (e.g., Baer & Lambert, 1982; 1990; Guimond & Palmer, 1990; 1996). Two hypotheses have been proposed to explain these differences: self-selection, where people choose disciplines whose views most closely match their own; and socialisation, where people’s belief systems change to match their discipline’s. Two key mechanisms are thought to drive socialisation: normative (people’s attitudes change to match those around them) and informational influences (provision of specific knowledge creates attitude change). This paper reviews the major evidence of liberalisation of students’ orientations, as well as evidence for the self-selection and socialisation explanations, and for normative and informational influence. It concludes with suggestions as to how future researchers can investigate whether change occurs and the processes by which this may be occurring.
机译：长期以来的研究表明，高等教育导致学生的社会政治取向自由化（例如，Feldman＆Newcomb，1969； Newcomb，1943/1957； Pascarella＆Terenzini，1991）。还发现了取决于学术学科的自由化程度的差异（例如Baer＆Lambert，1982; 1990; Guimond＆Palmer，1990; 1996）。提出了两个假设来解释这些差异：自我选择，人们选择观点与自己的观点最接近的学科；自我选择。和社会化，人们的信仰体系发生变化，以适应他们的学科。人们认为，有两种关键机制可以推动社会化：规范性（人们的态度发生变化以适应周围的人们）和信息影响（提供特定知识会导致态度发生变化）。本文回顾了学生取向自由化的主要证据，以及自我选择和社会化解释以及规范和信息影响的证据。最后提出有关未来研究人员如何调查变化是否发生以及变化发生过程的建议。

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