基于PCI模型的干预训练对高职高专护生心理资本和学习效能的影响

发布时间：2018-01-12 12:16

本文关键词：基于PCI模型的干预训练对高职高专护生心理资本和学习效能的影响　出处：《南华大学》2015年硕士论文　论文类型：学位论文

【摘要】：目的了解湖南省衡阳地区高职高专护生心理资本和学习效能的现状;探讨高职高专护生心理资本与学习效能之间的关系,综合分析影响高职高专护生学习效能的主要因素;研究心理资本干预(PCI)模型的干预训练对高职高专护生学习效能的影响,为提高高职高专护生心理资本和学习效能水平提供参考依据。方法采用分层整群抽样法抽取湖南省衡阳市湖南环境生物职业技术学院的403名高职高专护生进行问卷调查。应用《高职护生一般情况调查问卷》调查高职高专护生的人口社会学特征;采用《大学生心理资本量表》了解高职高专护生的心理资本现状;《学业自我效能量表》调查高职高专护生的学习效能状况。通过基线调查,选择两个心理资本得分较低的自然班高职高专护生作为研究对象,其中一个班为对照组(n=47),另一个班为干预组(n=46),对照组不采取任何干预措施,干预组实施PCI模型的干预训练,于干预前及干预后2、4个月末组内和组间比较心理资本及学习效能。采用SPSS17.0统计软件整理和分析所有数据。ii结果1、高职高专护生的心理资本总均分为(4.28±0.70)分,各维度得分从高到低分别为:乐观[(4.55±0.830)分]、自信[(4.35±0.74)分]、希望[(4.09±0.80)分]、韧性[(4.07±0.754)分];高职高专护生的学业自我效能感总均分为(3.27±0.41)分,各维度得分分别为学习能力效能感[(3.31±0.54)分]和学习行为效能感[(3.24±0.43)分]。2、护生心理资本得分在年级、家庭来源地、家庭结构、家庭类型、是否获得奖学金及担任班干部方面,差异均有统计学意义(p0.05);护生学业自我效能感得分在年级、家庭来源地、家庭结构、家庭类型、是否获得奖学金及担任班干部方面,差异均有统计学意义(p0.05)。3、护生心理资本和各维度得分与学习效能和各维度得分均呈正相关。4、心理资本是影响护生学习效能的主要因素。5、干预组和对照组之间研究对象的一般资料差异均无统计学意义(p0.05)。干预2、4个月后,干预组心理资本和学习效能得分显著高于对照组(p0.05)。结论1、高职高专护生的心理资本和学习效能水平总体处于中等偏上,两者呈正相关,心理资本是高职高专护生学习效能的主要影响因素。2、年级、家庭来源地、家庭结构、家庭类型、是否获得奖学金及担任学生干部可影响高职高专护生心理资本和学习效能。3、以Luthans建立的积极心理干预模型为指导的高职高专护生PCI干预训练方案能显著提高护生的心理资本及学习效能。
[Abstract]:Objective to understand the present situation of psychological capital and learning efficacy of nursing students in higher vocational colleges in Hengyang area of Hunan Province. This paper probes into the relationship between psychological capital and learning efficacy of nursing students in higher vocational colleges and comprehensively analyzes the main factors that affect the learning efficiency of nursing students in higher vocational colleges. To study the influence of psychological capital intervention (PCI) model on the learning efficiency of nursing students in higher vocational colleges. Methods 403 nursing students from Hunan Institute of Environmental Biology and Technology in Hengyang City Hunan Province were selected by stratified cluster sampling to improve their psychological capital and learning efficiency. The questionnaire was used to investigate the demographic and sociological characteristics of nursing students in higher vocational colleges. To find out the present situation of psychological capital of nursing students in higher vocational colleges by using the Psychological Capital scale of College students; Through the baseline survey, two nursing students in natural classes with lower scores of psychological capital were selected as the research objects. One of the classes was the control group and the other was the intervention group. The control group did not take any intervention measures. The intervention group carried out the intervention training of PCI model before and after the intervention 2. Mental capital and learning efficacy were compared within and between groups at the end of 4 months. All data were collected and analyzed by SPSS17.0 software. The total score of psychological capital of nursing students in higher vocational colleges is 4.28 卤0.70. The scores of each dimension from high to low are as follows: optimistic. [(4.55 卤0.830). [4.35 卤0.74). [(4.09 卤0.80), toughness. [The scores of academic self-efficacy of nursing students in higher vocational colleges were 3.27 卤0.41, and the scores of each dimension were learning ability self-efficacy. [3. 31 卤0. 54) and learning behavior efficacy. [The scores of psychological capital of nursing students were in grade, family origin, family structure, family type, scholarship and class cadre. The difference was statistically significant (P 0.05). The scores of academic self-efficacy of nursing students were significantly different in grade, family origin, family structure, family type, scholarship and class cadre. The scores of psychological capital and each dimension of nursing students are positively correlated with the scores of learning efficacy and each dimension. Psychological capital is the main factor of influencing the learning efficacy of nursing students. There was no significant difference in general data between the intervention group and the control group (P 0.05). The scores of psychological capital and learning efficacy in the intervention group were significantly higher than those in the control group (P 0.05). Conclusion 1. The psychological capital and learning efficacy of nursing students in higher vocational colleges are generally at the middle level, and there is a positive correlation between them. Psychological capital is the main influencing factor of learning efficacy of nursing students in higher vocational colleges. 2. Grade, family origin, family structure, family type. Whether or not to obtain scholarships and be student cadres can affect the psychological capital and learning efficiency of nursing students in higher vocational colleges. 3. The PCI intervention training program based on the positive psychological intervention model established by Luthans can significantly improve the psychological capital and learning efficiency of nursing students.
【学位授予单位】：南华大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G444

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