大學生社會技能、社會支持、心理健康關系研究
發(fā)布時間：2019-06-21 14:49
【摘要】： 社會技能(social skills)也被稱為社會交往技能,可以被定義為“能夠促進良好人際關系形成的有用的技能”,是可以通過學習獲得的一種在一定的社會環(huán)境中與他人進行相互交往的活動方式。對于大學生這一特殊群體而言,社會技能有著特別重要的意義。目前國內對這一領域的相關研究較少,尤其是在中國獨特的文化背景中對其進行深入的分析有著重要的理論意義和現(xiàn)實意義。 本研究采用問卷測量法,以毛新華編制的大學生社會技能的量表(ChUSSI)、肖水源編制的《社會支持評定量表》(SSRS)、癥狀自評量表(SCL-90)三個量表為研究工具,以西北大學大一至大四318名大學生為被試,旨在研究大學生社會技能、社會支持發(fā)展特點、影響因素及其與心理健康的關系。結果表明: (1)在社會技能方面,就大學生整體而言,其社會技能的發(fā)展不存在顯著的年級差異(P=0.215)。但有一個逐步增長的過程:大一學生水平最低,大四最高,大二、大三有一個的增長過程。這說明大學生的社會技能水平在一定程度上會隨著年齡的增長而逐步提高;大學生社會技能在性別和專業(yè)上有顯著差異,是否為獨生子女、生源地兩個因素方面不存在顯著差異。具體而言,在社會技能的整體水平上具有顯著的性別差異(P=0.015),女生低于男生;社交性、關系主義上有顯著的性別差異(P分別為0.043、0.000),均為男生高于女生;對方面子、社交性上具有顯著的專業(yè)差異(P分別為0.025、0.033),均為文科高于理科。 (2)在社會支持方面,就大學生整體而言,不同年級的大學生社會支持的水平差異不顯著(P=0.889),大學生在對社會支持的利用程度上差異不顯著(P=0.554)。具體而言,存在顯著性差異的主要是在客觀支持、主觀支持和總分上。客觀支持方面,女生顯著高于男生(P=0.000),獨生子女顯著高于非獨生子女(P=0.022);主觀支持方面,女生顯著高于男生(P=0.031),獨生子女顯著高于非獨上子女(P=0.000),來自城市的大學生顯著高于來自農村的大學生(P=0.002);從總分來看,不存在男女性別差異,但獨生子女顯著高于非獨生子女(P=0.025),城市大學生顯著高于農村大學生(P=0.028)。 (3)在社會技能、社會支持與心理健康的相關關系方面,大學生社會技能和社會支持呈顯著正相關(r=0.288,P=0.000),社會技能、社會支持和心理健康呈顯著的負相關(r=-0.298,P=0.000;r=-0.253,P=0.000);大學生社會技能和社會支持構成的回歸方程具有顯著性意義(F=21.349,P＜0.001),對心理健康有顯著的預測作用,可以聯(lián)合解釋其心理癥狀11.9%。 (4)大學生社會技能對心理健康的影響不是直接的,而是通過社會支持這一中介變量產生作用。
[Abstract]:Social skills (social skills), also known as social communication skills, can be defined as "useful skills that can promote the formation of good interpersonal relationships". It is a kind of activity that can be obtained by learning to interact with others in a certain social environment. For the special group of college students, social skills are of great significance. At present, there are few related research in this field in China, especially in the unique cultural background of China, it is of great theoretical and practical significance to carry out in-depth analysis of it. The purpose of this study was to study the social skills, social support development characteristics, influencing factors and their relationship with mental health by using the three scales of Social support rating scale (ChUSSI),) (SSRS), symptom Checklist (SCL-90) compiled by Mao Xinhua as the research tools and using 318 freshmen from freshman to senior students of Northwestern University as subjects. The purpose of this study was to study the characteristics of social skills, social support development, influencing factors and their relationship with mental health. The results show that: (1) in terms of social skills, there is no significant grade difference in the development of social skills of college students as a whole (P 鈮，
本文編號：2504157
[Abstract]:Social skills (social skills), also known as social communication skills, can be defined as "useful skills that can promote the formation of good interpersonal relationships". It is a kind of activity that can be obtained by learning to interact with others in a certain social environment. For the special group of college students, social skills are of great significance. At present, there are few related research in this field in China, especially in the unique cultural background of China, it is of great theoretical and practical significance to carry out in-depth analysis of it. The purpose of this study was to study the social skills, social support development characteristics, influencing factors and their relationship with mental health by using the three scales of Social support rating scale (ChUSSI),) (SSRS), symptom Checklist (SCL-90) compiled by Mao Xinhua as the research tools and using 318 freshmen from freshman to senior students of Northwestern University as subjects. The purpose of this study was to study the characteristics of social skills, social support development, influencing factors and their relationship with mental health. The results show that: (1) in terms of social skills, there is no significant grade difference in the development of social skills of college students as a whole (P 鈮，
本文編號：2504157
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