留守经历大学生压力源、应对方式与人际和谐的关系及干预

发布时间：2018-04-26 03:19

本文选题：留守经历大学生 + 压力源　；参考：《安徽师范大学》2017年硕士论文

【摘要】：本研究旨在深入探讨留守经历大学生压力源、应对方式与人际和谐之间的关系,并通过焦点解决取向的团体心理辅导,优化他们的应对方式,促进留守经历大学生人际和谐。以安徽合肥、芜湖、六安、滁州、江西赣州等高校1017名大学生为研究对象,其中留守经历大学生424人。采用大学生压力源、应对方式和人际关系综合诊断量表进行问卷调查。并采用焦点解决取向的团体心理辅导方法,对人际和谐水平较低的留守经历大学生进行为期两个月的干预,最后使用问卷(同研究一)对实验组和对照组被试进行评估。研究结果如下:1.留守经历大学生的压力源、应对方式(幻想、退避)与人际和谐与非留守经历大学生均有显著性差异。2.留守经历大学生的压力源在性别、是否为独生子女、学历、留守起始时间(日常琐事、内在压力源)上有显著性差异;在户籍、留守类型、监护人类型上均没有显著性差异。3.留守经历大学生应对方式在性别、学历、留守类型(求助、幻想、退避)、留守的起始时间、监护人类型(退避与合理化)均有显著性差异;在户籍、是否为独生子女上没有显著性差异。4.留守经历大学生际和谐在性别、户籍、学历、监护人类型方面有显著性差异;在是否为独生子女、留守类型以及留守起始时间方面没有显著性差异5.留守经历大学生压力源、应对方式与人际和谐相关显著。压力源对人际和谐、生活事件和外在压力源对解决问题与自责、求助幻想和退避对人际和谐有预测作用6.六种应对方式在留守经历大学生压力源与人际和谐之间均起部分中介作用。7.焦点解决取向的团体心理辅导干预对留守经历大学生应对方式与人际和谐都有显著的改善。
[Abstract]:The purpose of this study is to explore the relationship between stress sources, coping styles and interpersonal harmony of left-behind college students, and to optimize their coping styles and promote interpersonal harmony by focusing on the orientation of group psychological counseling. 1017 college students in Hefei, Wuhu, Lu'an, Chuzhou and Ganzhou, Jiangxi Province were taken as the research objects, of which 424 were left behind. College students' stressors, coping styles and comprehensive diagnostic scale for interpersonal relationships were investigated. The group psychological counseling method of focus solution orientation was used to intervene for two months for the college students who had low interpersonal harmony level. Finally, the questionnaire was used to evaluate the subjects of the experimental group and the control group. The results are as follows: 1. There were significant differences in stressors, coping styles (fantasy, retreat) and interpersonal harmony between left-behind and non-left-behind college students. There were significant differences in sex, only child, academic background, starting time (daily trivia, internal stressor) of college students, but there was no significant difference in household registration, type of stay, type of guardian. 3. There were significant differences in coping style among college students in gender, academic background, type of stay (seeking help, fantasy, retreat, starting time of staying behind, type of guardian (retreat and rationalization). There is no significant difference in whether the only child. 4. There were significant differences in sex, household registration, educational background, type of guardian between college students while there was no significant difference in whether they were the only child, the type of stay and the starting time of stay. 5. Staying behind experienced college students' stressors, coping style and interpersonal harmony were significantly related. Stress sources have predictive effects on interpersonal harmony, life events and external stressors on problem-solving and self-reproach, seeking help fantasy and retreat on interpersonal harmony. 6. The six coping styles play an intermediary role in the relationship between stressors and interpersonal harmony. Focus-solving orientation group counseling intervention significantly improved coping style and interpersonal harmony of left-behind college students.
【学位授予单位】：安徽师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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