中师生的应对方式及干预研究

发布时间：2018-05-30 12:18

本文选题：中师生 + 应对方式　；参考：《苏州大学》2008年硕士论文

【摘要】： 近年来,随着竞争的日益激烈,中师生面临的压力日趋增加。应对是个体在压力事件或情境中,面对内、外在环境的需求时,为了解决因应激事件或应激环境带来的行为问题,或为了平衡因应激事件或应激环境带来的情绪问题,主动做出的各种认知和行为的努力,包括为了缓解压力的一切有目的地尝试。应对是压力与适应的重要中介,国内外有关应对的众多研究都已证明,应对与个体的身心健康密切相关。因此,本研究借鉴国内外已有的压力应对研究成果和经验对国内中师生这一特殊群体的应对方式作一有效的研究尝试。同时,通过团体心理干预的方法,对训练对象的应对方式进行干预,具有一定的理论和实践意义。本研究采用分层整群抽样法,抽取了东吴外国语高等师范学校一到五年级共578名学生为调查研究对象,运用应对方式问卷系统地考察了中师生应对方式的基本特点。根据初步调查的结果选取符合条件的30名被试,将他们随机分为实验组和对照组,每组15名。对实验组进行八次团体心理干预,采用的训练方法是以认知重构为主的训练方法和放松技术,对照组不予处理。在本研究范围内,可以得出以下结论: (1)面临困境、压力时,中师生应对方式的使用频次从高到低依次为:解决问题、求助、幻想、退避、合理化、自责;中师生在幻想应对方式上存在显著的性别差异,女生比男生更多使用幻想应对方式。 (2)中师生在自责、退避、合理化三个维度上存在极显著的年级差异。四年级学生比一年级和三年级学生更多使用自责的应对方式;三年级、四年级和五年级的学生比一年级的学生更多使用退避、合理化的应对方式。中师生六种应对方式随年级变化的趋势是:随着年级的升高呈起伏状。 (3)不同家庭所在地的中师生在求助应对方式上存在显著差异,城镇学生比农村学生更多的采用求助的应对方式;不同家庭结构的中师生在六种应对方式上均无显著差异,独生子女与非独生子女中师生都以积极的应对方式为主。 (4)团体心理干预使中师生应对方式发生了显著变化,实验组更多地使用解决问题、求助的积极应对方式,而较少使用自责、幻想、退避的消极应对方式。
[Abstract]:In recent years, with the increasingly fierce competition, teachers and students are facing increasing pressure. Coping is an individual in stress events or situations, in the face of the needs of internal and external environment, in order to solve the behavioral problems caused by stress events or stress environment, or to balance the emotional problems caused by stress events or stress environment. Proactive cognitive and behavioral efforts, including all purposeful attempts to relieve stress. Coping is an important medium of stress and adaptation. Many researches at home and abroad have proved that coping is closely related to individual physical and mental health. Therefore, this study makes an effective attempt to study the coping style of the special group of teachers and students at home and abroad for reference to the existing research results and experiences at home and abroad. At the same time, it is of theoretical and practical significance to intervene the coping style of the training object through the method of group psychological intervention. In this study, 578 students from grades 1 to 5 of Soochow Foreign language normal School were selected by stratified cluster sampling, and the basic characteristics of coping styles of teachers and students were systematically investigated by coping style questionnaire. According to the results of preliminary investigation, 30 eligible subjects were randomly divided into experimental group and control group with 15 in each group. Group psychological intervention was carried out for eight times in the experimental group. The training methods were mainly cognitive reconstruction and relaxation techniques, but the control group was not treated. Within the scope of this study, the following conclusions can be drawn: (1) in the face of difficulties and pressures, the frequency of using coping styles of secondary school students and teachers from high to low is as follows: problem solving, seeking help, fantasy, avoidance, rationalization, self-reproach, and there are significant gender differences in coping styles between secondary school students and teachers. Girls use fantasy coping styles more than boys. 2) there are significant grade differences among teachers and students in three dimensions: self-accusation, avoidance and rationalization. The fourth grade students use the self-reproach coping style more than the first and the third grade students; the third grade, the fourth grade and the fifth grade students use the retreat, the rationalization coping style more than the first grade students. The trend of six coping styles of secondary school students with grade is: with the rise of grade, there are ups and downs. (3) there were significant differences in coping styles of seeking help among secondary school teachers and students in different families, urban students adopted more coping styles of seeking help than rural students, and there were no significant differences among teachers and students of different family structures in six coping styles. The only child and non-only child teachers and students are mainly positive coping style. (4) Group psychological intervention significantly changed the coping styles of teachers and students. The experimental group used more problem-solving and help-seeking positive coping styles, and less used negative coping styles of self-accusation, fantasy and retreat.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：B844.2

【引证文献】