共查询到20条相似文献，搜索用时 203 毫秒
1.
薛玲珑 《中国职业技术教育》2012,(1):74-77
本文通过对2240名高职生分别采用青少年社会生活事件问卷和孤独感问卷进行测量,研究高职生应激生活事件和孤独感的关系。发现:高职男生在人际关系和学习压力方面显著低于高职女生;高职男生在受惩罚和其他因子显著高于高职女生。高职生应激生活事件和孤独感存在显著相关,且应激生活事件对孤独感有预测作用。 相似文献
2.
高师学生应激生活事件状况的调查研究 总被引：4，自引：0，他引：4
覃干超 《广西师范大学学报(哲学社会科学版)》2004,40(4):105-109
为增进高师学生心理健康并有针对性地开展心理健康教育工作 ,用自编的《大学生应激生活事件量表》对广西师范大学 4 15名学生进行了调查。结果表明 ,排在前 10位的应激生活事件主要来自学习因素、个人因素、学校因素、就业因素、家庭因素和社会因素等方面。其中 ,来自人际交往方面的应激事件对男生的影响显著高于对女生的影响 (P<0 .0 5 ) ;来自学习方面的应激生活事件对不同年级学生的影响有显著差异(P<0 .0 5 ) ;来自学校方面的应激生活事件对不同年级学生的影响有显著性差异 (P<0 .0 0 1) ;来自就业方面的应激生活对不同年级学生的影响有极显著差异 (P<0 .0 1) 相似文献
3.
离异家庭初中生应激生活事件、社会支持、应对方式与心理健康的结构模型研究 总被引：1，自引：0，他引：1
目的:构建离异家庭初中生应激生活事件、社会支持、应对方式与心理健康的关系模型。方法:对131名离异家庭初中生分别采用应激生活事件问卷、应对方式问卷、社会支持问卷和症状自评量表进行测量,进而用结构方程模型的方法构建了潜变量之间的关系模型。结果:离异家庭学生的应激生活事件、社会支持、积极应对、消极应对对症状总分有直接影响(权重分别是0.45、-0.21、-0.48、0.78);结构方程分析表明,离异家庭学生的积极应对、消极应对对症状总分的影响比正常家庭学生的更大(离异家庭学生的权重为-0.48和0.78,正常家庭学生的权重为-0.14和0.35);离异家庭学生的应激生活事件对社会支持的影响比正常家庭学生的更大(离异家庭学生的权重为-0.49,正常家庭学生的权重为-0.28)。结论:应激生活事件、社会支持、应对方式对心理健康的作用得到结构方程模型的有力支持。 相似文献
4.
采用青少年生活事件量表(ASLEC)对大理白族自治州150名农村留守学生进行调查,调查结果显示,少数民族地区农村留守学生生活事件应激状况显著高于普通学生,需加强对农村留守儿童的关心。 相似文献
5.
《赤峰学院学报(自然科学版)》2017,(23)
目的:分析研究应激事件对大学生心理健康的影响,意在掌握大学生的心理健康状况,为学校心理健康教育以及心理咨询工作的开展提供参考.方法:本研究选取我院2013级的全日制本科生为研究对象,共5200名,对所有学生发放中国大学生应激量表(CCSPSS),并考察以生活事件为应激源对大学生心理影响的程度,对比不同群体的心理应激的差异性.结果:生活事件,日常琐事,负性事件对大学生的心理影响较大.在个人发展、生活琐事、负性事件、正性事件对男生的心理影响较大.结论:应当加强对少数民族、非独生子女的调研,了解其应激因素,并进行正确的引导和心理疏导. 相似文献
6.
目的:调查高中学生的生活事件、抑郁症状发生状况,探讨高中生所遭遇的生活事件与抑郁发生之间的关系.方法:采用青少年自评生活事件量表,评估高中生生活事件发生频度和应激强度;采用流调中心用抑郁自评量表,测评高中生的抑郁水平.结果:(1)在学习压力与ASLEC总分方面,高三学生得分显著高于高一与高二学生;(2)不同年级学生的CES-D总分呈现出显著差异;(3)按照CES-D的划界分,高中生抑郁的发生率为16.5％,学习压力、人际关系等相关生活事件是对高中生抑郁发生影响最为明显的危险因素.结论:高中生抑郁症状的发生率较高,实施降低生活事件应激水平的干预方案是改善高中生情绪问题的有效途径. 相似文献
7.
8.
民办高校大学生应激事件对心理健康的影响 总被引：2，自引：0，他引：2
为了解民办高校大学生心理应激的来源以及对心理健康的影响,采用问卷调查的方法对浙江某民办高校850名大学生进行调查。结果表明:主要应激源来自于学业、学校、社会环境、就业、学生自身;应激生活事件高分组的心理问题显著地多于应激生活事件低分组。通过多元回归分析,结果表明:对SCL-90症状总分以及各因子有显著正回归效应的心理应激主要来自于家庭环境、就业、学业、社会环境、学生自身等方面的应激生活事件。 相似文献
9.
问题学生的自我概念研究 总被引：1，自引：0，他引：1
本研究以初一至初三年级197名问题学生和136名普通学生为对象,对问题学生的自我概念及其相关因素进行了研究。结果表明:(1)问题学生的自我概念除初三学生外一般比普通学生低,这与普通学生的自我概念在初三显著降低有关;(2)问题学生的自我概念不存在显著的年级或年龄差异,而普通学生的自我概念表现出明显的年级差异和年龄效应;(3)问题学生的父母教养方式和负性生活事件所带来的应激与其自我概念的发展存在极其显著的相关。而问题学生的负性生活事件应激强度显著高于普通学生;(4)问题学生的自我概念可以显著预测其心理健康水平,提示自我概念的发展水平是影响问题学生心理健康状况的重要因素之一。 相似文献
10.
洪映君 《浙江教育学院学报》2012,(6)
运用中学生心理健康量表与青少年生活事件量表,随机抽取浙江温州4所农村初中学生开展问卷调查.研究了农村初中贫困生的心理健康问题表现、生活事件,及生活事件对心理症状的影响.结果发现:农村初中贫困生的心理健康问题主要表现为“学习压力感”“焦虑感”和“情绪不稳定”;农村初中生的生活事件应激主要有“学习压力”“丧失”和“人际关系”;除了强迫因子外,贫困生的心理健康水平显著高于普通学生;生活事件应激方面,贫困生的人际关系和其他应激显著少于普通生;贫困生的生活事件对其心理症状产生了显著的影响. 相似文献
11.
Julia Iaconisi Friederike Hasselblatt Benjamin Mayer Michael Schoen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2019,12(4):386-398
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity. 相似文献
12.
Dawn R. Johnson Timothy H. Wasserman Nilay Yildirim Barbara A. Yonai 《Research in higher education》2014,55(1):75-100
The current study examined the effects of stress and campus climate perceptions on the persistence decisions of students of color and White students using Bean and Eaton’s (2000) Psychological Model of College Student Retention. A sample of first-year students (N = 1,491) at a predominantly White research university were survey enduring their second semester and their enrollment status was subsequently tracked after 2 years. Path analysis was conducted on the sample of students of color (n = 548) and White students (n = 943). Results indicated models that explained 27 % of the variance for students of color and 44 % of the variance for White students in persistence after 2 years of college. Among the initial 37 variables included in the models, 17 had significant direct and indirect effects on students’ of color persistence including observing racism on campus, having comfortable academic interactions, stress related to the academic environment, and feelings about the campus environment. For White students, 13 variables had significant direct and indirect effects on persistence, including having opportunities for diverse peer interactions and comfortable academic interactions, stress related to the social environment on campus, and feelings about the campus environment. The discussion highlights the usefulness of the Bean and Eaton model for examining retention for students of color and White students. 相似文献
13.
Reda Abouserie 《教育心理学》1994,14(3):323-330
This study reports an investigation into the sources and levels of stress in relation to locus of control and self esteem in university students. Two stress questionnaires (ASQ and LSQ) were used to assess students’ stress. The first deals with academic sources of stress, and the second assesses the student's life stress levels. The achievement scale of the Multidimensional Multi‐attributional Scale Causality (MMCS) was used to measure locus of control, and the Rosenberg Self Esteem Scale to assess students’ self esteem. The study sample consisted of 675 (202 males and 473 females) second‐year undergraduate students. The results indicated that examination and examination results were the highest causes of stress in students, followed by studying for exams, too much to do and the amount to learn, respectively. Results showed that 77.6% and 10.4% of the students fall into the moderate and serious stress categories, respectively, and that there were significant differences between females and males students in both academic and life stress, with female students more stressed than males. Results also indicated a significant positive correlation between locus of control and academic stress, suggesting that students with external beliefs are more stressed than those with internal. A significant negative correlation between self esteem and both academic and life stress emerged, indicating that students with high self esteem are less stressed than are those with low. 相似文献
14.
李景菊 《十堰职业技术学院学报》2013,(5):39-43
在大学生恋爱已成普遍现象的今天,由学生恋爱引发的问题及失恋应激令学生工作者倍感忧虑,"高职院校学生恋爱引导与研究"课题组试图通过在校大学生恋爱的问卷调查与分析,了解高职大学生恋爱观,学生对家长和老师的期待,寻找适合引导学生恋爱的方式方法,引导学生顺利度过感情沼泽地,为以后和谐人生积蓄力量。 相似文献
15.
Stefano Taddei Bastianina Contena Alessandro Pepe Eva Venturini 《Scandinavian Journal of Educational Research》2019,63(2):272-284
Teacher burnout is a growing phenomenon that may dramatically reduce the quality of life of both teachers and students. Many studies have conceptualized teaching as a high-contact profession and, focusing on the emotional exhaustion dimension of burnout, they have highlighted the relation with students as a key dimension of teachers’ stress. This paper presents an original instrument (TSS-Sr) to measure teachers’ stress related to the interaction with their pupils. It provides the psychometric characteristic of this scale. Results support a model of measurement of teacher social stress based on four dimensions: verbal aggression, dislike students, awkward reactions, demanding requests. Implications about the use and the applications of this instrument are discussed. 相似文献
16.
Alison Owen-Yeates 《Pastoral Care in Education》2005,23(4):42-51
Over the past decade, teacher stress has been well studied. However, comparatively little research has been carried out on student stress. This article reproduces a study carried out by Kyriacou and Butcher in 1993 to observe whether the main stressors for year 11 students have changed over the past 10 years. Students at one comprehensive school completed a questionnaire about their own stress, which was also completed by the teachers. The main sources of stress were academic, as was found in 1993; however, coursework featured more in 2002. There were a number of differences between girls and boys and between the students and their teachers. 相似文献
17.
大学生的非典压力和应对策略研究 总被引：1，自引：0，他引：1
在723名大学生中进行非典压力和应对策略的调查，结果表明：非典流行期大学生对非典的恐慌程度、所感受到的非典压力的强度以及非典对大学生造成的影响的程度均是中等水平的；非典流行期大学生主要使用了6种应对非典压力的策略，即计划解决策略、自我调控策略、积极评价策略、忍耐策略、回避策略和幻想策略；大学生更多地使用自我调控策略、积极评价策略等较为主动的应对策略应对非典压力。 相似文献
18.
Gregory Ziegelmaier 《College Teaching》2013,61(3):158-159
ABSTRACTStudents experience a wide range of fearful thoughts and emotions while in the classrooms that create stress significant enough to impact learning. The current study examined qualitative data extracted from undergraduate student responses focusing on ways in which they cope with academic fears. The responses were coded and categorized into three distinct coping themes from which the authors developed concomitant recommendations. These strategies include (a) educating students about coping through self-help approaches; (b) encouraging students to build support systems; and (c) promoting action-based strategies to help students cope with fears. 相似文献
19.
大学生心理健康素质现状分析 总被引：22，自引：0，他引：22
复旦大学心理健康教育中心于2004年对本校大学生的心理状况进行了调查。结果显示：(1)我校学生心理健康状况总体良好,但仍有近20％的学生感到苦恼;(2)学生心理困扰主要集中于个人发展因素和现实生活因素两大方面;(3)学生对心理咨询的接受度仍有待提高;(4)学生应对生活中挑战与挫折时以积极应对方式为主;(5)多数学生能从周围的朋友、亲人或老师那里获得足够的心理支持;(6)学生人格因素与他们的心理健康有密切关系;(7)从心理支持、应对方式、人格因素三大方面可以很好地预测学生的心理健康状况。建议：(1)加强心理健康知识和心理保健的宣传与教育;(2)积极开设心理健康教育课程;(3)加强对学生辅导员的心理学知识培训;(4)加强对学生人格的教育;(5)营造良好校园人际心理氛围;(6)在校园文化建设中纳入心理教育主题;(7)将“心理咨询中心”更名为“心理健康教育中心”。 相似文献
20.
《Pastoral Care in Education》2013,31(4):42-43
Over the past decade, teacher stress has been well studied. However, comparatively little research has been carried out on student stress. This article reproduces a study carried out by Kyriacou and Butcher in 1993 to observe whether the main stressors for year 11 students have changed over the past 10 years. Students at one comprehensive school completed a questionnaire about their own stress, which was also completed by the teachers. The main sources of stress were academic, as was found in 1993; however, coursework featured more in 2002. There were a number of differences between girls and boys and between the students and their teachers. 相似文献