發(fā)布時間：2018-06-22 12:33

  本文選題：青少年 + 感恩教育　； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：隨著積極心理學(xué)的興起,心理學(xué)的研究主題從創(chuàng)傷、疾病、痛苦感等轉(zhuǎn)向潛能、希望、幸福感。學(xué)校心理教育也從補(bǔ)救性教育轉(zhuǎn)向發(fā)展性教育,幸福感成了研究焦點(diǎn)。本研究梳理和分析了當(dāng)前國內(nèi)外對幸福感和感恩的理論研究及對感恩教育的理論和實(shí)踐研究,在此基礎(chǔ)上提出了以感恩教育提升高中生幸福感的實(shí)驗研究。我們首先開展了高中生感恩心理與幸福感狀況及關(guān)系的調(diào)查研究,在某中學(xué)高一至高三年級中隨機(jī)抽取350名學(xué)生,通過問卷調(diào)查法考察高中生感恩水平及與心理幸福感的關(guān)系,以及生活滿意度和快樂感的中介作用。結(jié)果表明,高中生感恩與積極情緒、消極情緒、生活滿意度和心理幸福感之間顯著正相關(guān)。快樂感在高中生感恩與心理幸福感之間起著部分中介作用,占總效應(yīng)的比例為37.7%。感恩與青少年心理幸福感的相關(guān)顯著,即感恩直接提升青少年心理幸福感,也通過快樂感間接促進(jìn)青少年心理幸福感的發(fā)展。我們進(jìn)一步開展了感恩教育對幸福感提升作用的實(shí)驗研究,以實(shí)驗方法,對感恩訓(xùn)練提升主觀幸福感和心理幸福感的實(shí)際效果進(jìn)行檢驗。實(shí)驗以某中學(xué)362名高中生為被試,設(shè)置進(jìn)行感恩教育的實(shí)驗組與沒有進(jìn)行感恩教育的對照組,通過感恩教育前進(jìn)行前測、開展8周的感恩教育后立即進(jìn)行后測1、感恩教育結(jié)束后兩個月后再進(jìn)行后測2,收集3次測量的主觀幸福感和心理幸福感的數(shù)據(jù),并進(jìn)行對比,探究感恩教育對兩種幸福感的提升作用。研究結(jié)果顯示:1)感恩教育結(jié)束后,即時的主觀幸福感和心理幸福感都顯著提高;2)感恩教育結(jié)束的兩個月后,主觀幸福感的水平恢復(fù)原來水平而心理幸福感的水平仍有顯著提高。感恩訓(xùn)練能顯著提升主觀幸福感的分?jǐn)?shù),但持續(xù)時間較短,而在心理幸福感方面,感恩訓(xùn)練卻產(chǎn)生持續(xù)的效果,不僅剛剛結(jié)束訓(xùn)練時能檢測到提升效果,而且時隔兩個月后,依然能檢測到。心理幸福感是比主觀幸福感更穩(wěn)定的一種積極心理品質(zhì)。
[Abstract]:With the rise of positive psychology, the research topic of psychology changes from trauma, disease, pain feeling to potential, hope and happiness. School psychological education also changed from remedial education to developmental education, happiness became the focus of research. This study combs and analyzes the current domestic and foreign theoretical research on happiness and gratitude, and the theoretical and practical research on Thanksgiving education. On this basis, the experimental research on how to improve the happiness of senior high school students by Thanksgiving education is put forward. First of all, we carried out a study on the relationship between gratitude psychology and well-being of senior high school students. 350 students were randomly selected from a middle school in grade one to three to investigate the relationship between gratitude level and psychological well-being of senior high school students by questionnaire. As well as life satisfaction and happiness intermediary role. The results showed that gratitude was positively correlated with positive emotion, negative emotion, life satisfaction and psychological well-being. Happiness plays an intermediary role between gratitude and psychological well-being in senior high school students, accounting for 37.7% of the total effect. The relationship between gratitude and adolescent psychological well-being is significant, that is, gratitude directly promotes adolescent psychological well-being, but also indirectly promotes the development of adolescent psychological well-being through the sense of happiness. We further carried out an experimental study on the effect of gratitude education on the promotion of well-being, and tested the actual effects of gratitude training on enhancing subjective well-being and psychological well-being by means of experimental methods. In this experiment, 362 senior high school students in a middle school were selected as subjects. The experimental group and the control group with Thanksgiving education and no Thanksgiving education were set up, and the pre-test was carried out before Thanksgiving education. After 8 weeks of Thanksgiving education and 2 months after the end of Thanksgiving education, the data of subjective well-being and psychological well-being were collected and compared. To explore the role of Thanksgiving education in the promotion of two kinds of happiness. The results showed that: (1) after Thanksgiving education, both subjective well-being and psychological well-being were significantly increased. 2) two months after the end of gratitude education, the level of subjective well-being returned to its original level, while the level of psychological well-being increased significantly. Thanksgiving training can significantly improve the score of subjective well-being, but it lasts for a short time. In psychological well-being, gratitude training has a lasting effect, not only can detect the improvement at the end of the training, but also after two months. Still detectable. Psychological well-being is a positive psychological quality which is more stable than subjective well-being.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G631

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 張興貴,何立國,鄭雪;青少年學(xué)生生活滿意度的結(jié)構(gòu)和量表編制[J];心理科學(xué);2004年05期

2 張利燕;侯小花;;感恩:概念、測量及其相關(guān)研究[J];心理科學(xué);2010年02期

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本文編號：2052845