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1.
《Journal of College Student Psychotherapy》2013,27(2):144-156
Academic procrastination is a multifaceted problem with cognitive, behavioral, and motivational correlates. Considered from an acceptance and commitment therapy (ACT) point of view, these correlates relate to experiential avoidance and cognitive fusion. This article describes a brief ACT intervention for reducing procrastination. 相似文献
2.
Kaitlyn J. Florer 《Journal of College Student Psychotherapy》2018,32(4):330-345
Using a vignette methodology, we examined college students’ likelihood of “no-showing” for a hypothetical initial appointment for counseling. Participants in a low level of distress condition were less likely to attend their appointment as compared to those in a high distress condition. Knowing they would see a male therapist and not knowing what counseling entails strongly influenced participants’ decision to not attend their appointment. We discuss the research and clinical implications of our findings. 相似文献
3.
Yuying Tsong Jennifer T. Young Jane Duong Killer Mary Ann Takemoto Brad Compliment 《Journal of College Student Psychotherapy》2019,33(2):131-144
With the high prevalence of college students experiencing psychological distress, it is becoming increasingly important to provide prevention and early intervention programs in addition to traditional psychological counseling services. This study examined the effectiveness of a suicide prevention program led by peer educators/trainers on a diverse college campus. Twenty-five suicide prevention workshops were conducted with 479 attendees. Preworkshop and postworkshop assessments revealed significant improvements in participants’ knowledge of suicide and resources. Recommendations for campus-wide suicide prevention efforts using diverse peer educators that reflect the students’ demographic and cultural background, recruitment strategies, and utilization of outreach programming in suicide prevention. 相似文献
4.
《Journal of College Student Psychotherapy》2013,27(4):83-104
The task of referring college students to pscyhotherapy outside of the college setting is an opportunity for useful therapeutic intervention. Different meanings may be attached to counseling within the college and therapy outside. The decision to enter psychotherapy is a devleopmentally significant event in terms of the process of separation/individuation during the college years. The author distinguishes three therapeutic components of the referral process: (1) a cognitive component; (2) an experiential component; and (3) an interpretative component in which therapy is addressed as a developmental step. Case examples are used to illustrate. 相似文献
5.
黄婕 《南昌教育学院学报》2012,(2):131-132
大学生人际交往问题是当代大学生常见的心理问题。本案例来访者吴某上大学后感到人际交往的困难,产生痛苦和低落等情绪问题,影响了其学习和生活,症状持续时间短,诊断为一般心理问题。咨询者运用认知治疗技术对其进行咨询,取得满意的效果。 相似文献
6.
俞萍 《武汉职业技术学院学报》2013,12(2):98-102
为了解高职酒店管理专业学生的社交回避及苦恼状况,探讨其影响因素,采用社交回避及苦恼量表（SADS）为调查工具,对四所高职院校酒店管理专业的学生进行施测,并运用统计方法进行分析。结果显示,高职酒店管理专业学生的社交回避及苦恼得分高于常模,且与常模比较有显著差异（p〈0．001）。社交回避程度在独生、父母文化程度、父母离异、课余时间对网络的沉溺、曾受处分以及娱乐能力这些因素上存在显著差异（P〈0．05或P〈0．01）;社交苦恼在家庭年收入、娱乐能力上存在显著差异（P〈O．01）。娱乐能力和独生是社交回避和苦恼状况的主要影响因素。 相似文献
7.
采用问卷测量法,以495名大学生为对象,考察了社会性问题解决、社交回避和苦恼与网络成瘾倾向的关系。结果表明：（1）积极问题解决倾向、理性问题解决与社交回避和苦恼以及网络成瘾倾向均呈显著负相关,消极问题解决倾向、回避型问题解决与社交回避和苦恼、网络成瘾倾向之间以及网络成瘾倾向与社交回避和苦恼之间均呈显著正相关,回避型问题解决、消极问题解决倾向、社交回避和苦恼均可正向预测网络成瘾倾向;（2）社交回避和苦恼在消极问题解决倾向、回避型问题解决、理性问题解决与网络成瘾倾向之间均具有显著的中介效应。大学生的社会性问题解决可通过社交回避和苦恼间接影响其网络成瘾倾向。 相似文献
8.
SYNOPSIS Objective : Vagal suppression is a parasympathetic physiological indicator of emotion regulation and social engagement behaviors, often measured via heart rate variability. Experiential avoidance reflects psychological inflexibility or poor emotion regulation. We tested the interaction effects of parental vagal suppression and experiential avoidance on observed parenting behaviors among combat deployed fathers. Design . We analyzed data from 92 male National Guard/Reserve members who had returned from a deployment to Iraq and/or Afghanistan since 2001. They were mostly European American, in their 30s, middle-class, and married. All fathers participated in home-based assessments with their spouses (if married) and a target child aged 4–13 years. Fathers’ vagal suppression was measured as the decrease in cardiac vagal tone (i.e., high frequency heart rate variability) from a neutral reading task to a father-child conflict resolution task. Experiential avoidance was self-reported. Parenting behaviors were observed during family interaction tasks and coded into positive engagement and withdrawal avoidance using a macro-level coding system. Results . Multiple regression analysis showed no main effects of vagal suppression on observed parenting, but interaction effects of experiential avoidance by vagal suppression on observed parenting. Specifically, among fathers with higher vagal suppression, we found no relations between experiential avoidance and observed parenting; among fathers with lower vagal suppression, we found an inverse association between experiential avoidance and positive engagement as well as a positive association between experiential avoidance and withdrawal avoidance. Conclusions . The effect of psychological inflexibility on military fathers’ parenting behaviors was moderated by vagal suppression. The findings have implications for the linkage between emotion regulation and parenting in military fathers. 相似文献
9.
考试焦虑作为一种普遍存在的心理因素,不仅直接影响学生的学习效率及临场考试水平的正常发挥,而且还影响学生的身心健康.以江西某高校外国语学院英语专业171名本科生为调查时象,研究结果显示:(1)心理准备因子存在显著的性别差异;(2)父母职业对学生考试焦虑的生理反应、情绪反应、思维分散与阻抑等方面的影响差异显著;(3)语言水平中的语音水平对考试焦虑的生理反应、情绪反应方面的影响差异显著. 相似文献
10.
文章为探讨团体沙盘游戏疗法对人际交往困扰大学生的有效性,采用团体沙盘游戏疗法对11名人际交往困扰大学生进行6次团体治疗。结果发现经过团体沙盘游戏疗法干预,成员的人际交往困扰得以缓解(t=11.193.P<0.000),表明团体沙盘游戏疗法能缓解大学生的人际交往困扰。 相似文献
11.
E. David Thompson Bethany V. Bowling Ross E. Markle 《Research in Science Education》2018,48(1):151-163
Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson’s Classroom Test of Scientific Reasoning in predicting success in a major’s introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester. 相似文献
12.
Ayesha Shaikh 《Journal of College Student Psychotherapy》2018,32(3):220-241
The present study examined the effectiveness of interpersonal group therapy designed to improve self-esteem and social functioning in college students with Attention-Deficit/Hyperactivity Disorder (ADHD). Participants with documented ADHD diagnoses completed self-report measures of self-esteem and social functioning at the initiation of the study, after 6 weeks, and at 12 weeks. Half the participants completed a 12-week interpersonal group therapy while the other half served as a control group matched by gender and age. Findings suggest that interpersonal group therapy improves self-esteem, psychosocial competence, and emotional maturity, and should be a treatment option for college students with ADHD. Implications for practice are discussed. 相似文献
13.
Ronen Berger 《Emotional and Behavioural Difficulties》2013,18(2):135-146
In most cases therapy is addressed as an indoor verbal activity in which the relationship between therapist and client stands at its centre. This article proposes a different approach to therapy: conducting it creatively in nature, with the environment being used not only as a therapeutic setting but also as a medium and a partner in the process. The article is based on a case study carried out with a group of children with special needs within a school setting. It explores the therapeutic and educational impact that this approach had on the participants and on nature's role in it. The article also aims to initiate a dialogue around the option of working with this population in non‐verbal and experiential ways, illustrating the potential that the use of group work, creativity and contact with nature may offer. 相似文献
14.
Foundation degrees (FDs) involve the fusion of academic and vocational paths in higher education (HE) qualifications; the challenge for academics and employers is the credible assessment of the student’s workplace learning. Focusing to the workplace enables participants to learn from their daily routines encountered at work. The challenge is to help them demonstrate learning from experience within the workplace, by developing their ability to think at a higher level. A vital aspect of using workplace learning in partnership with employers/sector skills councils is that the learning is valid to the role. In response, the programme development group, which was composed of academics and employers, felt that workplace tasks (WPTs) would allow students to demonstrate role development through experiential learning at work. Therefore, this article uses a pilot case study (n = 16), using a focus group methodology, to discuss the assessment of the WPTs within a FD and the students’ perception towards this form of assessment. Findings show that participants value WPTs, they motivate participants to learn and improve their self‐esteem, however, some groups need specialist skills training where workplace competence is required. 相似文献
15.
《Contemporary educational psychology》1988,13(2):146-156
Using adaptation level (AL) theory as a frame of reference for determining the perceived value of college grades, 166 students rated the following sources of influences affecting grade incentive AL: self, peers, major field, and parents. Subjects also provided GPAs, ACT scores, and evaluative ratings for the grade categories of A-F. Results revealed that AL values for family were most similar to AL values for self and that family influences were more significant than any other in affecting overall AL value. Students having higher incentive ALs rated all grade categories less positively than did student having lower ALs. Grade AL was found to predict GPA significantly (even when ACT score was controlled); it did not predict satisfaction with grades, which was more directly a function of GPA. Results were taken to suggest that college grades, for both students and professors, are best conceptualized as an adaptation level phenomenon in which their meaning for the individual depends upon the personal and situational frames of reference within which they are given and received. 相似文献
16.
莫协强 《佳木斯教育学院学报》2012,(1):99-99
高等数学教学质量的好坏,直接影响着学生的学习质量。为了提高高等数学的教学水平,笔者认为,对现有的教学模式进行改革是十分有必要的,本文就此进行简要探讨。 相似文献
17.
Simon Larose 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):150-174
In my study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program. Three distinct groups emerged as follows: (a) mentors who perceived themselves as moderately efficient throughout the mentoring relationship (the moderate stable (MS) group), (b) mentors who considered themselves moderately efficient at the beginning of the match, and increasingly so as the relationship progressed (the increasing (IN) group), and (c) mentors who perceived themselves as very efficient at the beginning of the match, but who subsequently experienced slight fluctuations of their self-efficacy (the high unstable (HU) group). Several personal and experiential factors such as the mentors’ sensitivity to distress and the mentees’ parental autonomy support predicted the likelihood of belonging to the IN or HU groups (as opposed to the MS group). These findings are interpreted according to the premises of the self-efficacy theory. Implications for mentor selection and training are discussed. 相似文献
18.
教学本位的坚守、教师角色的认同、教学与科研的共融,迫切要求青年教师提升教学能力。实践性培训项目匮乏是当前教学能力培训质量难以提升的原因之一。问题意识凸显、模拟情景构建、适度评价设置,阐释了教学培训范式的逻辑理路。高校应着眼于体验式学习理论视角,以打造具体体验的课程为主,以教学观摩、教学研讨、教学诊断、教学准入、课堂实践为实践培训五维度,重塑实践与理论和谐有度的培训范式。 相似文献
19.
This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words. 相似文献
20.
The client's perception of the therapy relationship is an essential component of modern theoretical orientations. To date, there is a lack of quantitative research examining how the therapeutic bond affects therapy outcomes in college counseling. This study used path analysis to examine longitudinal therapy outcomes with 423 college students. Having a stronger therapeutic bond predicted decreased symptoms of depression, social anxiety, and academic distress. Findings support continued attention to developing a working relationship. 相似文献