中学生心理应激的认知评价特点研究

发布时间：2018-04-06 03:20

本文选题：中学生　切入点：应激源　出处：《内蒙古师范大学》2008年硕士论文

【摘要】： 近些年来随着社会发展节奏的加快,压力的增大,竞争的日益激烈,心理健康问题日益引起人们的关注。不仅仅是成人面临着巨大的压力,而且本该是天真烂漫的中学生也要面对来自学习、家庭、社会的种种压力。中学生正处于生理、心理发展的关键时期,也是心理冲突与情绪、行为问题的高发阶段,又面临着具有人生意义的转折点——中考、高考,他们并不完全成熟的心理承受着巨大的心理压力,而这种巨大的心理负荷往往是各种心理问题的诱因。正是由于中学生处于这么特殊的时期,我们没有理由不关注他们的心理健康问题。本研究以“应激认知交互作用”理论为依据,旨在探讨中学生对应激源的认知评价和应付方式的特点、二者与焦虑的关系以及中学生对应激源认知评价的影响因素等问题,对577名中学生进行问卷调查,结果发现: 1.中学生对七个应激源因子的认知评价存在显著的性别与年级差异,对中学生影响最大的是来自同学朋友和教师的压力,影响最小的是来自父母管教方式的压力,学习压力一直伴随于中学生的学习生活之中。 2.中学生五个应激源认知评价维度存在显著的性别与年级差异,总体上看,五个维度的变化趋势趋于一致,均为初一至初二开始下降,初二到高一开始上升,高一达到顶点,以后又逐渐下降。说明初一、高一年级可能是心理问题的多发期,而初二、初三年级可能是心理问题的潜伏期。 3.中学生应付方式的使用上存在显著的性别与年级差异,针对不同的应激源采取不同的应付方式,表现出应付活动的情境性,同时初高中生应付方式的差异性又表现出应付方式发展是阶段性与连续性的统一。 4.中学生焦虑状况存在显著的性别与年级差异,焦虑状况随年级呈波动起伏态势,25.8㳠的中学生存在不同程度的焦虑症状,对应激源的不准确评价和较多地使用消极应付方式是造成中学生高焦虑的重要原因。 5.中学生在应付教师压力和家庭环境压力时多采用消极的应付方式;中学生应激源的影响程度与性质的认知评价在一定程度上决定积极应付方式的选择和使用。 6.中学生问题解决、积极合理化应付方式的使用可以减轻中学生的焦虑程度,忍耐、逃避、发泄情绪、幻想否认等应付方式的使用可以加强中学生的焦虑程度;中学生应激源的认知评价、应付方式均可以预测焦虑,应付方式在应激源认知评价与焦虑之间起显著的缓解作用。应激源认知评价、应付方式、焦虑三者之间是相互影响、相互作用的。在对中学生进行心理咨询时,针对以上问题,引导中学生正确认识、评价挫折,采取积极有效的应付方式是本文的希望和建议。
[Abstract]:In recent years, with the quickening pace of social development, increasing pressure, increasingly fierce competition, mental health issues have attracted increasing attention.It is not only adults who face great pressure, but also middle school students who are supposed to face all kinds of pressures from study, family and society.Middle school students are in the critical period of physical and psychological development, which is also the stage of high incidence of psychological conflicts and emotional and behavioral problems. They are also facing the turning point of life-the entrance examination, the college entrance examination.Their immature psychology is under great psychological pressure, and this huge psychological load is often the cause of various psychological problems.Just because middle school students are in such a special period, there is no reason why we should not pay attention to their mental health problems.Based on the theory of "stress cognitive interaction", the purpose of this study is to explore the characteristics of cognitive evaluation and coping style of stressor, the relationship between the two and anxiety, and the factors influencing the cognitive evaluation of stressor.A questionnaire survey was conducted among 577 middle school students. The results showed that:1.There were significant gender and grade differences in the cognitive evaluation of the seven stressor factors among middle school students. The most significant influence on middle school students was the pressure from their schoolmates, friends and teachers, and the least from the stress from their parents' ways of discipline.The pressure of study has always been accompanied by the study life of middle school students.2.There were significant differences between gender and grade in the cognitive evaluation dimensions of the five stressors. In general, the change trend of the five dimensions tended to be the same, all of which began to decrease from the first year to the second year of the year, then increased from the second year to the first year, and reached the peak in the first year of senior high school.After that, it gradually declined.It shows that grade one may be the period of mental problems, while grade two and grade three may be the incubation period of psychological problems.3.There are significant differences between gender and grade in the use of coping styles of middle school students. Different coping styles are adopted for different stressors, showing situational nature of coping activities.At the same time, the difference of coping style of junior high school students shows that the development of coping style is the unity of stage and continuity.4.There are significant gender and grade differences in the anxiety status of middle school students, and the anxiety status fluctuates with the grade (25.8%).There are different degree of anxiety symptoms in middle school students. Inaccurate evaluation of stressors and more use of negative coping styles are the important reasons for high anxiety of middle school students.5.Middle school students tend to adopt negative coping styles in coping with teachers' pressure and family environmental pressure, and the cognitive evaluation of the influence degree and nature of middle school students' stressors determines the choice and use of positive coping styles to a certain extent.6.The use of problem-solving, positive rationalization of coping style can reduce the anxiety degree, patience, escape, venting emotion, fantasy denial and other coping styles can enhance the anxiety degree of middle school students;The cognitive evaluation and coping style of stressor in middle school students can predict anxiety, and coping style plays a significant role in alleviating the cognitive evaluation of stressor and anxiety.The cognitive evaluation, coping style, and anxiety of stressors affect and interact with each other.In order to solve the above problems, it is the hope and suggestion of this paper to guide the students to understand correctly, evaluate setbacks and adopt positive and effective coping style.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：B844.2

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