大学生行动体验式心理健康教育课效果分析

发布时间：2019-02-19 17:35

【摘要】：目的评价行动体验式心理课教学效果,为丰富高校心理健康教育课程教学形式提供依据。方法在上海某高校开设《行动体验式心理健康教育》通识课,共5 d 18学时,以情绪管理能力和主观幸福感为教学效果评估指标。以选修通识课并自愿参与本研究的31名大学生为实验组,并匹配31名未选修该课程的大学生为对照组;比较干预前后两组情绪管理能力和主观幸福感的差异,分析实验组对课堂教学效果评价数据。结果干预前,两组情绪管理问卷各维度和主观幸福感量表除积极情绪维度外的其他维度得分差异均无统计学意义(P值均0.05)。干预后,实验组在情绪管理总分、情绪调控、情绪表达、情绪觉察和情绪理解各维度得分增加(t值分别为-4.91,-3.58,-4.15,-4.05,-2.98,P值均0.01);实验组的情绪觉察和情绪理解能力均高于对照组(t值分别为2.31,2.21,P值均0.05);实验组总体幸福感、生活满意度、积极情绪提高(t值分别为-2.99,-3.85,-5.23,P值均0.01),消极情绪下降(t=2.48,P=0.02)。实验组对课程内容、课程氛围的满意度等评分均值均高于4.00分(1~5计分)。结论行动体验式心理课可以有效提高大学生的情绪管理能力和主观幸福感,具有推广价值。
[Abstract]:Objective to evaluate the teaching effect of action experience psychology course, and to provide the basis for enriching the teaching form of psychological health education course in colleges and universities. Methods A general course of "Action-Experience Mental Health Education" was offered in a university in Shanghai for 5 days and 18 hours. The ability of emotion management and subjective well-being were taken as the evaluation index of teaching effect. 31 college students who took general education and volunteered to participate in this study were selected as experimental group and 31 college students who were not enrolled in the course were matched as control group. The differences of emotion management ability and subjective well-being between the two groups before and after intervention were compared, and the evaluation data of classroom teaching effect in the experimental group were analyzed. Results before intervention, there was no significant difference between the two groups in the scores of each dimension of emotional management questionnaire and other dimensions of subjective well-being scale except positive emotional dimension (P 0.05). After intervention, the scores of total score of emotion management, emotion regulation, emotion expression, emotion perception and emotion comprehension increased in the experimental group (t = -4.91 ~ 3.58) -4.15 ~ (-4.15) -4.05 ~ (-1) ~ 2.98, respectively. P values were 0.01); The ability of emotion perception and understanding in the experimental group was higher than that in the control group (t = 2.31, 2.21, P = 0.05). The overall well-being, life satisfaction and positive emotion in the experimental group were increased (t = -2.99) -3.85 ~ (-5.23) (P = 0.01), and the negative emotion was decreased (t ~ (2.48) P ~ (0. 02). The average score of the experimental group for the content of the course and the satisfaction of the atmosphere was higher than that of 4.00 (1 / 5 score). Conclusion Action-experiential psychology course can effectively improve college students' emotional management ability and subjective well-being, which is worth popularizing.
【作者单位】：华东师范大学心理健康教育与咨询中心;华东师范大学心理与认知科学学院;华东师范大学教育学部;华东师范大学计算机科学与软件工程学院;
【基金】：上海学校德育实践研究课题(2016-D-190)
【分类号】：G441

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