旅游管理专业本科生主观幸福感、学业压力及其应对方式研究

发布时间：2018-07-04 13:20

本文选题：主观幸福感 + 学业压力　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：逐渐严峻的就业形势导致本科生面临多重心理压力,且出现了不同程度的心理问题,一方面对本科生的身心健康造成影响,另一方面对人才培养质量造成影响。这也对本科教育提出了新的挑战,所以关注和探究本科生心理状况是极其必要的。主观幸福感是一项重要的综合性心理指标;学业压力是学生特有的一种心理压力;压力应对方式是个体面对压力时做出的认知和行为上的努力过程。本研究从这三个方面进一步探究旅游管理专业本科生的心理状况。本研究以来自沈阳市设有旅游管理专业高校的400位本科生为研究对象,提出如下问题:(1)在不同的个人背景下,旅游管理专业本科生的主观幸福感、压力应对方式、学业压力是否存在着显著性差异?(2)旅游管理专业本科生的主观幸福感、压力应对方式、学业压力之间的关系如何?(3)旅游管理专业本科生的学业压力、压力应对方式对主观幸福感的预测程度如何?(4)压力应对方式在主观幸福感和学业压力之间是否起到了中介作用?如果产生中介作用,那么是部分中介还是完全中介?通过运用主观幸福感量表(情感量表、生活满意度量表)、大学生学习压力感问卷、简易应对方式量表采集相关数据,并运用描述性分析、回归分析、路径分析等统计方法,分析探讨旅游管理专业本科生主观幸福感、学业压力、应对方式的现状,及其三者之间的关系,得出如下结论:(1)在不同的个人背景下,旅游管理专业本科生的主观幸福感、压力应对方式、学业压力存在差异。(2)旅游管理专业本科生在面对学业压力的情境时,多采用积极的应对方式。(3)旅游管理专业本科生的主观幸福感总体处于中等水平。在情绪和生活满意度两个维度上的得分均成中等水平。(4)旅游管理专业本科生的主观幸福感与积极应对方式存在正相关。通过路径分析可以看出,学业压力不仅可以单独预测主观幸福感,还可通过积极应对方式间接影响主观幸福感,积极应对方式在学业压力和主观幸福感之间起着部分中介作用。最后根据研究结论并结合相关理论,对学校、教师、学生三方面提出了相应的建议,已达到减轻学生学业压力、提升主观幸福感的理想目标。
[Abstract]:The severe employment situation causes undergraduates to face multiple psychological pressures and psychological problems to varying degrees. On the one hand, it has an impact on the physical and mental health of undergraduates, on the other hand, it has an impact on the quality of talent training. This also poses a new challenge to undergraduate education, so it is extremely necessary to pay attention to and explore the psychological condition of undergraduate students. Subjective well-being is an important comprehensive psychological index; academic stress is a kind of psychological pressure unique to students; stress coping style is the cognitive and behavioral efforts made by individuals in the face of stress. This study further explores the psychological status of undergraduates majoring in tourism management from these three aspects. In this study, 400 undergraduates with tourism management major in Shenyang were selected as the research objects, and the following questions were raised: (1) subjective well-being and stress coping style of tourism management undergraduates in different personal backgrounds; Is there a significant difference in academic stress? (2) what is the relationship between subjective well-being, stress coping style and academic stress among undergraduates majoring in tourism management? (3) academic stress of undergraduates majoring in tourism management; How does stress coping style predict subjective well-being? (4) does stress coping style play an intermediary role between subjective well-being and academic stress? If mediating, is it partial or complete? By using subjective well-being scale (emotion scale, life satisfaction scale), college students' learning stress questionnaire, simple coping style scale to collect relevant data, and using descriptive analysis, regression analysis, path analysis and other statistical methods. This paper analyzes the present situation of subjective well-being, academic pressure, coping style and their relationships among undergraduates majoring in tourism management, and draws the following conclusions: (1) subjective well-being of undergraduates majoring in tourism management in different personal backgrounds; There are differences in stress coping style and academic stress. (2) undergraduates of tourism management adopt positive coping style when they face the situation of academic stress. (3) the subjective well-being of undergraduates majoring in tourism management is generally at the medium level. The scores of emotion and life satisfaction were moderate. (4) the subjective well-being of undergraduates majoring in tourism management was positively correlated with the positive coping style. Through path analysis, it can be seen that academic stress can not only predict subjective well-being alone, but also indirectly influence subjective well-being through positive coping style. Positive coping style plays a part of intermediary role between academic stress and subjective well-being. Finally, according to the conclusion of the study and combining with the relevant theory, the author puts forward the corresponding suggestions to the school, teachers and students, which has achieved the ideal goal of reducing the students' academic pressure and enhancing their subjective well-being.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

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