大学生压力、心理弹性与心理安全感的关系研究

发布时间：2018-11-18 19:22

【摘要】：心理安全感是影响个体心理健康的重要因素。本研究旨在通过调查心理安全感和大学生压力、心理弹性的现状,进一步分析大学生压力、心理弹性与心理安全感之间关系,探讨心理弹性在大学生压力和心理安全感之间发挥的作用。并以此为切入点探讨如何提升大学生心理安全感,力图为高校教育工作者和大学生自身提供实用可行的建议。本研究采用安全感量表(SQ)、Connor-Davidson心理弹性量表中文版(CDRISC)、大学生压力量表(CSS)对广西区内三所高校的415名大学生进行调查研究。运用SPSS20.0软件,从性别、年级、是否独生子女、专业四个人口统计学变量对大学生压力、心理弹性和心理安全感的基本情况进行差异分析,并对三个变量在不同维度上的相关进行了探讨,最后对心理弹性做中介效应检验。通过对研究结果进行分析和讨论,本研究得出以下结论:(1)不同性别的大学生在个人压力上存在显著差异,且男性的个人压力显著高于女性;(2)不同年级的大学生在压力总分、学业压力和来自消极生活事件的压力上均存在显著差异。(3)是否独生子女在大学生压力总分、个人压力、学业压力以及来自消极生活事件的压力上均存在显著差异,且非独生子女的压力显著高于独生子女。(4)不同性别大学生在坚韧性上的表现存在显著差异,男性在坚韧性上的表现显著高于女性。(5)大学生压力、心理弹性、心理安全感之间两两相关。其中,大学生压力与心理弹性包括坚韧性、力量性、乐观性显著负相关;大学生压力与心理安全感包括确定控制感、人际安全感显著负相关;大学生心理弹性的各个维度与心理安全感显著正相关。(6)心理弹性在大学生压力和心理安全感之间起到部分中介的作用。根据上述结论,本研究从压力、心理弹性、心理安全感本身三个方面提出了直接或间接地提升大学生心理安全感的建议:(1)高校教师应制定合理的教学目标,及时解答学生困惑,有效缓解学生学业压力;(2)高校教育工作者应区别辅导,有针对性地进行压力干预;(3)高校多方面开展心理辅导工作,提升大学生心理弹性;(4)大学生健康生活,诱发积极情绪体验;(5)大学生有序生活,增强生活的控制感;(6)高校努力创设安全的学校环境,营造稳定的学习氛围;(7)高校构建和谐有序的社会支持系统。
[Abstract]:Psychological sense of security is an important factor affecting individual mental health. The purpose of this study was to analyze the relationship between psychological stress, psychological resilience and sense of security by investigating the current situation of psychological sense of security and college students' stress and resilience. To explore the role of psychological resilience between stress and psychological sense of security. This paper discusses how to improve the psychological sense of security of college students, and tries to provide practical and feasible suggestions for college educators and college students themselves. The present study investigated 415 college students in three universities in Guangxi with sense of security (SQ), Connor-Davidson Psychoelasticity scale (CSS), Chinese version of (CDRISC), University stress scale. Using SPSS20.0 software, the differences of stress, resilience and sense of security of college students were analyzed from four demographic variables: gender, grade, only child and specialty. The correlation of three variables in different dimensions is discussed. Finally, the mediating effect of psychological elasticity is tested. Through the analysis and discussion of the results of the study, the following conclusions are drawn: (1) there are significant differences in personal stress among different genders, and the personal stress of males is significantly higher than that of females; (2) there were significant differences in the total score of stress, academic stress and stress from negative life events among the students of different grades. (3) whether the only child was the only child in the total score of stress, personal stress, There were significant differences in academic stress and stress from negative life events, and the stress of non-only child was significantly higher than that of only child. (4) there were significant differences in resilience between male and female college students. (5) stress, resilience, and sense of security of college students were significantly higher than those of women. (5) there was a significant correlation between stress, resilience and sense of security of college students. Among them, college students' stress and mental resilience are negatively correlated with tenacity, strength and optimism, and college students' stress and psychological sense of security include a sense of control, while interpersonal sense of security has a significant negative correlation. Each dimension of college students' psychological elasticity is positively correlated with psychological sense of security. (6) resilience plays a part of intermediary role between college students' stress and psychological sense of security. According to the above conclusions, this study puts forward the suggestions of directly or indirectly promoting college students' psychological sense of security from three aspects: (1) College teachers should formulate reasonable teaching objectives; Timely answer students' puzzles and effectively relieve students' academic pressure; (2) the university educator should differentiate the guidance, carry on the stress intervention pertinently, (3) the university carries out the psychological guidance work in many aspects, promotes the university student's psychological flexibility, (4) the university student healthy life, induces the positive emotion experience; (5) college students live orderly and enhance their sense of control; (6) colleges and universities strive to create a safe school environment to create a stable learning atmosphere; (7) colleges and universities build a harmonious and orderly social support system.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444

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