本文關(guān)鍵詞：正念團(tuán)體訓(xùn)練對(duì)大學(xué)生拖延的影響　出處：《中國(guó)衛(wèi)生事業(yè)管理》2017年07期 　論文類(lèi)型：期刊論文

  更多相關(guān)文章： 正念 團(tuán)體訓(xùn)練 大學(xué)生 正念水平 拖延

【摘要】：目的:探索正念團(tuán)體訓(xùn)練對(duì)大學(xué)生拖延行為的影響。方法:選擇被試30名,隨機(jī)分成實(shí)驗(yàn)組和對(duì)照組,采用隨機(jī)對(duì)照試驗(yàn)設(shè)計(jì)。對(duì)實(shí)驗(yàn)組實(shí)施為期8周的正念團(tuán)體訓(xùn)練,每周1次,每次90分鐘,對(duì)照組不進(jìn)行任何干預(yù)。在正念團(tuán)體訓(xùn)練前后分別用五因素正念量表(FFMQ)和主動(dòng)拖延量表(APS)、非理性拖延量表(IPS)進(jìn)行測(cè)評(píng)。結(jié)果:前測(cè)中,實(shí)驗(yàn)組和對(duì)照組的各指標(biāo)均不存在顯著差異(P0.05);訓(xùn)練后,實(shí)驗(yàn)組五因素正念量表得分高于對(duì)照組(P0.05)。在非理性拖延量表和主動(dòng)拖延量表得分上,實(shí)驗(yàn)組低于對(duì)照組(P0.05);大學(xué)生正念水平與拖延呈負(fù)相關(guān)(P0.05)。結(jié)論:正念團(tuán)體訓(xùn)練能夠提高大學(xué)生的正念水平且降低大學(xué)生的拖延行為。
[Abstract]:Objective: to explore the effect of mindfulness group training on procrastination behavior of college students. Methods: 30 subjects were randomly divided into experimental group and control group. A randomized controlled trial design was used to carry out 8 weeks of mindfulness group training once a week for 90 minutes in the experimental group. The control group did not take any intervention. Five factors mindfulness scale (FFMQ) and active procrastination scale (APS) were used before and after mindfulness group training. Results: in the pre-test, there was no significant difference between the experimental group and the control group (P 0.05). After training, the scores of five factors mindfulness scale in the experimental group were higher than those in the control group (P 0.05), and the scores of the irrational procrastination scale and the active procrastination scale in the experimental group were lower than those in the control group (P 0.05). Conclusion: mindfulness group training can improve the students' mindfulness level and reduce their procrastination behavior.
【作者單位】： 安徽師范大學(xué)心理學(xué)系;
【基金】：2015年度高校人文社科研究重大項(xiàng)目“基于大數(shù)據(jù)的高校學(xué)生心理危機(jī)理論與主動(dòng)型干預(yù)模式構(gòu)建”(編號(hào):SK2015ZD16)
【分類(lèi)號(hào)】：B844.2
【正文快照】： 在當(dāng)今信息快速發(fā)展的時(shí)代,人們?cè)絹?lái)越關(guān)注拖延的問(wèn)題。拖延行為是“推遲既定任務(wù)的非理性?xún)A向”[1]。Chu和Choi把拖延分為主動(dòng)拖延和被動(dòng)拖延兩種,主動(dòng)拖延指的是個(gè)體有意識(shí)的將注意放在其他任務(wù)上而延遲當(dāng)下任務(wù)的完成,被動(dòng)拖延是指?jìng)�(gè)體因能力的不足而導(dǎo)致的拖延[2]。國(guó)外研

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1 程媛;正念訓(xùn)練對(duì)抑郁癥狀青少年冗思的干預(yù)研究[D];江西師范大學(xué);2015年

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