云南少数民族地区中学生压力自我管理的实证研究

发布时间：2019-01-02 14:59

【摘要】： 少数民族地区中学生压力自我管理是指以少数民族地区中学生自我为主体,以感知到的压力为管理对象,以适应各种环境和压力最终得到个体的健康成长为目标的自我认知、体验和行为倾向的人格特质。压力自我管理对于个体的健康成长和未来发展都具有非常重要的意义。本研究以云南少数民族地区中学生为对象,运用文献分析、问卷调查、抽样访谈的方法,对80名云南少数民族地区的中学生进行开放式问卷调查,在参考已有的压力管理和自我管理理论的基础上,提出了中学生压力自我管理的结构。之后编制了具有良好信度和效度的压力自我管理问卷。接着用编制的问卷调查了464名少数民族地区的中学生,考察了他们的压力自我管理现状和特点,通过典型案例分析来探讨压力自我管理水平对心理健康的影响。最后从高低压力自我管理水平的被试中各选取一名进行访谈。主要结论如下: (1)云南少数民族地区的中学生对压力自我管理有一定的认识,但大多处于潜意识水平或模糊水平;中学生压力自我管理的总体水平较低。 (2)云南少数民族地区中学生压力自我管理主要包括以下三个因素:压力自我认知、压力自我体验和压力自我行为倾向;通过项目分析、探索性因素分析、验证性因素分析以及信度和效度分析,说明本研究编制的中学生压力自我管理问卷具有较好的信度和效度。 (3)云南少数民族地区中学生的压力自我管理处于中下水平。中学生压力自我管理在性别和年龄上存在显著差异,性别与年龄共同影响中学生的压力体验方式。 (4)压力自我管理总分与压力自我认知、压力自我体验与压力自我行为倾向有显著的正相关;中学生压力自我管理水平对他们的心理健康有很大的影响。 (5)高低压力自我管理水平的受访者存在显著差异,主要表现在对压力的自我认知水平、计划行为能力的高低以及对压力的态度问题等方面。综上所述,本研究运用多方法、多角度对云南少数民族地区中学生的压力自我管理现状、特点以及压力自我管理水平对心理健康的影响作了探讨,尚需对中学生压力自我管理的具体影响因素、功能作用、提高压力自我管理水平的具体措施等作进一步的研究。
[Abstract]:The stress self-management of middle school students in minority areas refers to the self-awareness of middle school students in minority areas, the management object of perceived pressure, and the goal of adapting to various circumstances and eventually getting the healthy growth of individuals. Personality traits of experience and behavioral tendencies. Stress self-management is very important for the healthy growth and future development of individuals. In this study, 80 middle school students in Yunnan minority areas were investigated by using literature analysis, questionnaire survey and sampling interview. Based on the existing theories of stress management and self-management, the structure of stress self-management of middle school students is put forward. Then a stress self-management questionnaire with good reliability and validity was developed. Then, 464 middle school students in minority areas were investigated by questionnaire, and their current situation and characteristics of stress self-management were investigated, and the influence of stress self-management level on mental health was discussed through typical case study. Finally, one of the subjects with high and low stress level of self-management was selected for interview. The main conclusions are as follows: (1) Middle school students in Yunnan minority areas have a certain understanding of stress self-management, but most of them are in the subconscious or fuzzy level, and the overall level of middle school students' stress self-management is low. (2) the stress self-management of middle school students in Yunnan minority areas mainly includes the following three factors: stress self-cognition, stress self-experience and stress self-behavior tendency; Through item analysis, exploratory factor analysis, confirmatory factor analysis and reliability and validity analysis, it is concluded that the self-management questionnaire of middle school students developed by this study has good reliability and validity. (3) the stress self-management of middle school students in Yunnan minority areas is at the middle and lower level. There are significant differences in gender and age in stress self management of middle school students. Gender and age influence the stress experience style of middle school students. (4) the total score of stress self-management was positively correlated with stress self-cognition, stress self-experience and stress-self-behavior tendency, and the level of stress self-management had great influence on their mental health. (5) there were significant differences among the interviewees with high and low stress self-management level, mainly in the self-cognition level of stress, the ability of planning behavior and the problem of attitude to stress. To sum up, the present situation, characteristics and effects of stress self-management on mental health of middle school students in minority areas of Yunnan Province are discussed by using various methods and angles. It is necessary to further study the specific influencing factors, the function and the measures to improve the level of stress self-management of middle school students.
【学位授予单位】：重庆大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：B844.2;G635.5

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