为探索高职生社会支持的特点，采用质化研究方法，对抽取的7名高职生各进行了一次约2小时的深度访谈。研究结果的描述型、解释型、评价型和推广型效度均得到检验。研究发现，家庭是高职生占第一位的支持源，同伴的情感与陪伴支持是对家庭支持的一个补充，与教师支持（较为匮乏）构成高职生的社会支持系统。高职生社会支持的平衡与非平衡特点共存，提供支持具有增益作用，获得支持具有消极作用，这启示我们，在鼓励高职生积极提供支持的同时，要识别社会支持所隐含的施惠者上位、受惠者下位的价值推崇，要认识到受惠者及其所处的情境之于施惠者及其支持的关键意义。%In order to explore the characteristics of social supports of higher vocational college students, the qualitative method was adopted. Particularly, in-depth interviews were conducted with a total of 7 respondents to collect data in an interruption-free environment, and for each respondent there was a 2-hour interview. With each interviewee’s trust and consent, a tape-recording facility was used in each conversation. After interviews, the content of conversations was transcribed into text the narrative form and then was processed through the procedures of reading, explaining, landing, coding, categorizing, analyzing and writing. All materials of this research were read and checked by our respondents. The descriptive, interpretive, evaluative and generalizational validity was assured. The findings of this study showed that family members are the most important source of students’ social support sources. Peers are the main source of student’s emotional supports and companionship supports. Compare to supports from family and peers, supports from teachers are less. There exists a reciprocal relationship among strangers when they give or receive supports and a non-reciprocal relationship among best friends or family members. According to our respondents, it’s positive to provide supports and negative to receive supports. These results imply that it is essential for us to indentify that the giver is supposed to be superior and the recipient is deemed to be inferior, and to recognize that the meaning of the giver’s existence and the effectiveness of his or her supports entirely depends on the recipient and the situation where they are in.
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