本文選題：中學(xué)生 + 社交��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：本研究的目的是調(diào)查中學(xué)生社交焦慮的現(xiàn)狀,分析影響中學(xué)生社交焦慮的保護(hù)性因素和危險(xiǎn)性因素,并探索團(tuán)體認(rèn)知行為療法對(duì)中學(xué)生社交焦慮的干預(yù)效果。研究一采用分層隨機(jī)抽樣,選取上海市4個(gè)區(qū)24所初、高中非畢業(yè)班共計(jì)7978名學(xué)生為研究對(duì)象,施測(cè)自編人口學(xué)問(wèn)卷、個(gè)人信息自陳問(wèn)卷和兒童焦慮性情緒障礙篩查表(SCARED)社交焦慮分量表,調(diào)查中學(xué)生社交焦慮的現(xiàn)狀。根據(jù)調(diào)查結(jié)果比較了中學(xué)生社交焦慮在年級(jí)、性別等人口學(xué)變量上的差異,通過(guò)多元回歸分析得出了中學(xué)生社交焦慮的保護(hù)性因素和危險(xiǎn)性因素。研究二在研究一的循證基礎(chǔ)上,結(jié)合相關(guān)理論和專家指導(dǎo),在征詢學(xué)校心理老師的實(shí)際操作意見(jiàn)后編寫了中學(xué)生社交焦慮團(tuán)體認(rèn)知行為干預(yù)手冊(cè)。采用此自編干預(yù)手冊(cè)對(duì)社交焦慮高風(fēng)險(xiǎn)的學(xué)生實(shí)施干預(yù)組對(duì)照組前后測(cè)實(shí)驗(yàn)。采用評(píng)估工具:青少年社交焦慮量表(SAS-A)和團(tuán)體輔導(dǎo)反饋表分別在基線、8周末、3個(gè)月隨訪3個(gè)時(shí)點(diǎn)進(jìn)行評(píng)估,進(jìn)而分析干預(yù)的有效性。研究的主要結(jié)論如下:(1)中學(xué)生社交焦慮在年級(jí)上存在顯著差異,表現(xiàn)為初中生的年級(jí)越高,社交焦慮得分越高。高中一二年級(jí)學(xué)生的社交焦慮得分則不存在顯著差異,但高中生的社交焦慮得分顯著高于初中生。在性別上,初高中的女生社交焦慮得分均顯著高于男生。(2)中學(xué)生社交焦慮在撫養(yǎng)人,父母婚姻和睦狀況,父母文化程度,家庭經(jīng)濟(jì)情況,家庭教養(yǎng)方式,性格內(nèi)外向,自尊水平,自信水平,自我價(jià)值感水平,社會(huì)支持情況上存在顯著差異。(3)初中生社交焦慮的保護(hù)性因素為性格外向及適中,自信程度高及中等,自我價(jià)值感高及適中,危險(xiǎn)性因素則為父母婚姻狀況不和睦和自尊心高。高中生社交焦慮的保護(hù)性因素為性格外向及適中,自信程度高及適中,自我價(jià)值感高及適中,危險(xiǎn)性因素為父母婚姻狀況不和睦,自尊心高,父親文化程度為高中及以下,母親文化程度為初中及以下。(4)所設(shè)計(jì)的團(tuán)體認(rèn)知行為干預(yù)手冊(cè)能顯著改善中學(xué)生社交焦慮,與對(duì)照組相比,參加團(tuán)體輔導(dǎo)的干預(yù)組社交焦慮癥狀有明顯改善,社交焦慮得分顯著下降。團(tuán)體成員對(duì)輔導(dǎo)活動(dòng)有較高的滿意度。
[Abstract]:The purpose of this study was to investigate the current situation of social anxiety in middle school students, to analyze the protective and risk factors affecting social anxiety of middle school students, and to explore the effect of group cognitive behavior therapy on social anxiety of middle school students. In the first study, 7978 non-senior middle school students were selected from 24 junior high school students in 4 districts of Shanghai, and self-designed demography questionnaire was conducted. To investigate the current situation of social anxiety among middle school students, personal information self-report questionnaire and SCARED-based social anxiety component table were used to investigate the status of social anxiety in middle school students. According to the results of the investigation, the differences of social anxiety in grade, sex and other demographic variables were compared, and the protective factors and risk factors of social anxiety of middle school students were obtained by multiple regression analysis. In the second study, based on the evidence of the first study, combined with the relevant theory and expert guidance, after consulting the school psychological teachers' practical operation opinions, we compiled a cognitive behavior intervention manual for the social anxiety groups of middle school students. The self-made intervention manual was used to carry out the pre-and post-test of the intervention group for the students with high risk of social anxiety. The social anxiety scale (SAS-A) for adolescents and the feedback form for group counseling were used to evaluate the effectiveness of intervention at baseline 8 weeks and 3 months follow-up at 3 time points respectively. The main conclusions of the study are as follows: (1) there are significant differences in social anxiety among middle school students. The higher the grade is, the higher the score of social anxiety is. There was no significant difference in the scores of social anxiety among the first and second grade students, but the social anxiety scores of high school students were significantly higher than those of junior high school students. In terms of gender, the score of social anxiety of girls in junior high school was significantly higher than that of boys. (2) the social anxiety of middle school students was higher than that of boys. (2) the social anxiety of middle school students was higher than that of boys. The protective factors of social anxiety of junior high school students were extroversion and moderate personality, high and moderate degree of self-confidence, high and moderate sense of self-worth. The risk factors were marital disharmony and high self-esteem. The protective factors of high school students' social anxiety were extroverted and moderate personality, high and moderate degree of self-confidence, high and moderate sense of self-worth. The group cognitive behavior intervention manual designed by mothers with education level of junior high school and below can significantly improve the social anxiety of middle school students. Compared with the control group, the social anxiety symptoms of group counseling intervention group were significantly improved. Social anxiety scores decreased significantly. Group members have a high degree of satisfaction with counseling activities.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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