高职护生社交焦虑及相关因素分析
发布时间：2018-09-14 12:14
【摘要】：目的 了解高职护生社交焦虑现状；探讨社交焦虑与自我接纳、人际交往能力、应对方式及社会支持的相关性,为高职护生的心理健康教育提供实证支持。 方法 采用现场问卷调查方法,整群抽样某卫生职业学院的高职护生,调查工具包括交往焦虑量表、简易应对方式量表、大学生人际能力调查问卷、社会支持量表、自我接纳问卷及自编基本情况调查表。数据整理、编号后,采用SPSS17.0软件包进行统计分析。结果 1.共发放问卷1108份,有效问卷1028份,有效率92.78%。高职护生社交焦虑总均分为40.53±7.20,显著高于常模,差异有统计学意义(t=4.40,P0.001)。高职护生社交焦虑在生源地、独生子女与否、是否学生干部、家庭关系等方面,差异有统计学意义(P0.05)。 2.社会支持：在是否独生子女、是否学生干部、专业态度、家庭关系方面差异有统计学意义(P0.05)。人际交往能力：在年级、生源地、是否学生干部方面差异有统计学意义(P0.05)。自我接纳：学生干部高于非学生干部,喜欢本专业学生高于不喜欢本专业学生(P0.05)。应对方式：积极应对方式存在是否学生干部的差异(P0.05),消极应对方式存在生源地、是否独生子女的差异(P0.05)。 3.高职护生社交焦虑与人际交往能力、自我接纳、积极应对方式、社会支持负相关(r=-0.741,P0.001；r=-0.515,P0.001；r=-0.100,P0.01；r=-0.167,P0.001)；与消极应对方式正相关(r=0.155,P0.001)。 4.社交焦虑的回归分析显示,人际交往能力、自我接纳进入回归方程(R2=0.586,F=728.273,P0.001)。结论 1.高职护生存在较为严重的社交焦虑,社交焦虑分布情况：农村生源、非独生子女、非学生干部、家庭关系不和睦学生最为严重。 2.消极应对是高职护生社交焦虑的危险因素,积极应对、社会支持、人际交往能力、自我接纳是社交焦虑的保护因素。 3.人际交往能力、自我接纳对社交焦虑具有较好的预测作用,且人际交往能力对于社交焦虑的预测能力更强。
[Abstract]:Objective to explore the relationship between social anxiety and self-acceptance, interpersonal ability, coping style and social support, so as to provide empirical support for psychological health education of nursing students in higher vocational colleges. Methods A cluster sampling of nursing students in a health vocational college was conducted by means of questionnaire survey. The survey tools included communication anxiety scale, simple coping style scale, interpersonal ability questionnaire and social support scale. Self-acceptance questionnaire and self-designed basic information questionnaire. Data collation, numbering, using SPSS17.0 software package for statistical analysis. Result 1. A total of 1108 questionnaires, 1028 valid questionnaires, the effective rate 92.78. The total score of social anxiety of nursing students in higher vocational colleges was 40.53 卤7.20, which was significantly higher than that of norm (t = 4.40, P 0.001). Higher vocational nursing students social anxiety in the source of students, the only child or not, whether the student cadres, family relations, the difference was statistically significant (P0.05). 2. Social support: there were significant differences in only child, student cadre, professional attitude and family relationship (P0.05). Interpersonal skills: in grade, student origin, whether the student cadres have statistical significance (P0.05). Self-acceptance: student cadres are higher than non-student cadres, students like their major higher than students who do not like their major (P0.05). Coping style: positive coping style exists the difference of student cadre (P0.05), negative coping style exists source of students, whether the difference of only child (P0.05). There was a negative correlation between social anxiety and interpersonal ability, self-acceptance, positive coping style, and social support (r-0.741P0.001r-0.515N P0.001r-0.100 P0.01P0.01r-0.167P0.001), and a positive correlation with negative coping style (r-0.155P0.001) .4The relationship between social anxiety and negative coping style was negative (r = 0.741, P 0.001, P 0.001), and positively correlated with negative coping style (r = 0.155, P 0.001). The regression analysis of social anxiety showed that interpersonal ability and self-acceptance entered the regression equation (R2O0.586FG 728.273 P0.001). Conclusion 1. Higher vocational nursing survival in more serious social anxiety, social anxiety distribution: rural students, not only children, non-student cadres, family relations are not harmonious students the most serious. 2. Negative coping is the risk factor of social anxiety in higher vocational nursing students. Positive coping, social support, interpersonal ability and self-acceptance are the protective factors of social anxiety. Interpersonal ability, self-acceptance can predict social anxiety better, and interpersonal ability can predict social anxiety more strongly.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：R47-4;G712
本文编号：2242680
[Abstract]:Objective to explore the relationship between social anxiety and self-acceptance, interpersonal ability, coping style and social support, so as to provide empirical support for psychological health education of nursing students in higher vocational colleges. Methods A cluster sampling of nursing students in a health vocational college was conducted by means of questionnaire survey. The survey tools included communication anxiety scale, simple coping style scale, interpersonal ability questionnaire and social support scale. Self-acceptance questionnaire and self-designed basic information questionnaire. Data collation, numbering, using SPSS17.0 software package for statistical analysis. Result 1. A total of 1108 questionnaires, 1028 valid questionnaires, the effective rate 92.78. The total score of social anxiety of nursing students in higher vocational colleges was 40.53 卤7.20, which was significantly higher than that of norm (t = 4.40, P 0.001). Higher vocational nursing students social anxiety in the source of students, the only child or not, whether the student cadres, family relations, the difference was statistically significant (P0.05). 2. Social support: there were significant differences in only child, student cadre, professional attitude and family relationship (P0.05). Interpersonal skills: in grade, student origin, whether the student cadres have statistical significance (P0.05). Self-acceptance: student cadres are higher than non-student cadres, students like their major higher than students who do not like their major (P0.05). Coping style: positive coping style exists the difference of student cadre (P0.05), negative coping style exists source of students, whether the difference of only child (P0.05). There was a negative correlation between social anxiety and interpersonal ability, self-acceptance, positive coping style, and social support (r-0.741P0.001r-0.515N P0.001r-0.100 P0.01P0.01r-0.167P0.001), and a positive correlation with negative coping style (r-0.155P0.001) .4The relationship between social anxiety and negative coping style was negative (r = 0.741, P 0.001, P 0.001), and positively correlated with negative coping style (r = 0.155, P 0.001). The regression analysis of social anxiety showed that interpersonal ability and self-acceptance entered the regression equation (R2O0.586FG 728.273 P0.001). Conclusion 1. Higher vocational nursing survival in more serious social anxiety, social anxiety distribution: rural students, not only children, non-student cadres, family relations are not harmonious students the most serious. 2. Negative coping is the risk factor of social anxiety in higher vocational nursing students. Positive coping, social support, interpersonal ability and self-acceptance are the protective factors of social anxiety. Interpersonal ability, self-acceptance can predict social anxiety better, and interpersonal ability can predict social anxiety more strongly.
【学位授予单位】：郑州大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：R47-4;G712
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