高中生手机依赖的影响因素及其团体心理干预研究

发布时间：2018-06-21 07:18

本文选题：手机依赖 + 高中生　；参考：《山西医科大学》2017年硕士论文

【摘要】：目的:了解高中生手机依赖的特点和现状,探究影响高中生手机依赖的社会心理学变量;探究团体心理干预对高中生手机依赖的改善作用。方法:1、调查研究:采用《一般个人情况调查表》、《手机依赖指数量表》、《焦虑自评量表》、《抑郁自评量表》、《艾森克人格问卷简式中国版》、《青少年生活事件量表》、《青少年心理韧性量表》、《青少年学习倦怠量表》、《缺陷感量表》、《社交回避及苦恼量表》,对山西省某高中485名学生施测,以了解高中生手机依赖现状,同时考察手机依赖与其他社会心理学变量的关系。2、干预研究:选取手机依赖高中生100例,采用随机数字法将其分为实验组(50人)和对照组(50人),所有被试均签署知情同意书。实验组接受手机依赖的团体心理干预,对照组不接受干预。干预共进行6次,每周1次,每次120分钟,为期6周。比较《手机依赖指数量表》、《焦虑自评量表》、《抑郁自评量表》、《青少年心理韧性量表》、《青少年学习倦怠量表》、《缺陷感量表》、《社交回避及苦恼量表》前测、干预1个月后测的数据,以评定团体心理干预对手机依赖的改善作用。结果:1、调查研究结果(1)全部调查对象的手机依赖指数总得分分布在17-85分之间。高中生手机依赖检出率为25.9%,其中其中男性依赖者50名,男生手机依赖检出率为26.3%,女性依赖者69名,女生手机依赖检出率为25.7%。高中生手机依赖的戒断性维度上存在性别差异(p0.05),手机依赖的失控性、逃避性、低效性维度和总分上不存在性别差异(p0.05);文理科和是否住校两因素对高中生的手机依赖的各维度及总分无显著差异(p0.05)。家庭经济情况较差的高中生在手机依赖的失控性、逃避性和总分上显著高于家庭经济一般和较好的高中生(p0.05)。(2)高中生手机依赖总分与焦虑、抑郁、神经质人格、生活事件量表的各因子分及总分、学习倦怠的各因子分及总分、社交回避及苦恼的各因子分及总分,均存在显著正相关(p0.05);与人格的掩饰性、心理韧性的各因子分及总均分、缺陷感各因子分及总分呈显著负相关(p0.05);而与人格的精神质和内外向得分无显著相关(p0.05)。(3)多元线性回归分析表明影响手机依赖的主要因素为焦虑、自尊、人际关系、社交回避、神经质人格、积极认知、学业疏离和情绪控制,八个变量共解释抑郁变异的50.3%。2、干预研究结果干预结束后1个月,分别对两组的各项指标进行后测,将实验组后测与其前测的结果差值d1与对照组后测与其前测的差值d2进行独立样本t检验。结果显示,实验组在手机依赖的失控性、逃避性、低效性三因子及总分、焦虑、抑郁、心理韧性的情绪控制、积极认知、家庭支持、人际协助四因子及总均分、学习倦怠的低成就感因子及总分、缺陷感的各因子及总分、社交回避及苦恼的各因子及总分几个方面较对照组显著改善(p0.05)。在手机依赖的戒断性维度、心理韧性的目标专注、学习倦怠的身心耗竭和学业疏离方面改善不显著(p0.05)。结论:(1)本研究高中生手机依赖的发生率为25.9%。(2)影响高中生手机依赖的因素主要有:焦虑、自尊、人际关系、社交回避、神经质人格、积极认知、学业疏离和情绪控制。(3)团体心理训练能够减少高中生手机依赖倾向,减少其焦虑、抑郁情绪、学习倦怠、社交回避及苦恼,提高其心理韧性和自尊。
[Abstract]:Objective: to understand the characteristics and status quo of high school students' mobile dependence, to explore the social psychological variables that affect the dependence of senior high school students, and to explore the effect of group psychological intervention on the mobile phone dependence of senior high school students. Methods: 1, investigation and research: using the general personal situation questionnaire, the cell phone dependence index scale, the self rating anxiety scale, the self evaluation of depression, and the self evaluation of depression. Table >, the Eysenck personality questionnaire, the Chinese version of the simple style, the youth life events scale, the Adolescent Mental Resilience Scale, the adolescent learning burnout scale, the defect scale, the social avoidance and distress scale, tested 485 students in a high school in Shanxi to understand the current situation of high school students' mobile dependence, and examine cell phone dependence and other societies. The relationship of psychological variables.2, intervention study: 100 cases of high school students were selected by mobile phone, and they were divided into experimental group (50 people) and control group (50 people) by random number method. All the subjects signed the informed consent. The experimental group accepted the group psychological intervention of cell phone dependence and the control group did not accept intervention. 6 times, 1 times a week, 120 minutes each time. The clock, for a period of 6 weeks, was compared with the cell phone dependence index scale, the self rating anxiety scale, the self rating depression scale, the Adolescent Mental Resilience Scale, the adolescent learning burnout scale, the defect scale, the social avoidance and distress scale, and the data of 1 months after intervention to assess the improvement of group psychological intervention on cell phone dependence. Results: 1 The survey results (1) the total number of mobile phone dependence indices of all the respondents was 17-85. The detection rate of mobile phone dependence of high school students was 25.9%, of which 50 were male dependents, 26.3% for male cell phone dependence, 69 for female dependents, and the detection rate of mobile phone dependence of female students was the abstinence dimension of 25.7%. high school students' mobile dependence. There is a gender difference (P0.05), the runaway, escaping, low efficiency and total score of cell phone dependence (P0.05) does not exist. There are no significant differences in the dimensions and total score of the two factors on the cell phone dependence of high school students (P0.05). And the total score is significantly higher than the family economy general and better high school students (P0.05). (2) high school students' total score and anxiety, depression, neuroticism, all the factors and total scores of life events scale, each factor and total score of learning burnout, social avoidance and distress in all factors and total scores, there are significant positive correlation (P0.05); and people There was a significant negative correlation between the factor score and total score of the mental toughness (P0.05), but there was no significant correlation with the personality and internal and external scores (P0.05). (3) multivariate linear regression analysis showed that the main factors affecting the cell phone dependence were anxiety, self-esteem, interpersonal relationship, social avoidance, and neurotic people. The eight variables explained the 50.3%.2 of the depressive variation, and 1 months after the intervention of intervention, the results of the post test and the difference value D1 of the results of the experimental group and the previous test and the difference value D2 of the previous test were tested independently. The results showed that the results showed that the difference between the post test and the pre test was D2. In the experimental group, the experimental group was in the control of out of control, escaping, inefficiency, three factors and total score, anxiety, depression, mental toughness, positive cognition, family support, four factors and total equality of interpersonal assistance, the low achievement factor and total score of learning burnout, the factors and total scores of the sense of defect, the factors and total scores of social avoidance and distress. Compared with the control group (P0.05). In the abstinence dimension of cell phone dependence, the goal concentration of mental resilience, the physical and mental exhaustion of learning burnout and academic alienation were not significantly improved (P0.05). (1) the incidence of cell phone dependence in senior high school students was 25.9%. (2), the main factors affecting the high school students' mobile dependence were anxiety, self-esteem, Interpersonal relationship, social avoidance, neurotic personality, positive cognitive, academic alienation and emotional control. (3) high school students group psychological training can reduce the mobile phone dependence, reduce anxiety, depression, learning burnout, social avoidance and distress, improve their mental toughness and self-esteem.
【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】