本文選題：高中生 + 無(wú)聊感　； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：無(wú)聊感是個(gè)體面對(duì)貧乏的環(huán)境刺激時(shí),無(wú)法體驗(yàn)充分的需求滿(mǎn)足,從而產(chǎn)生的冷漠與無(wú)助等不愉快的復(fù)合情緒狀態(tài),被看作是一種不愉快體驗(yàn)、缺乏刺激和低度生理喚醒的情緒狀態(tài)。個(gè)體長(zhǎng)期處于此種狀態(tài)下其心理健康狀況會(huì)受到負(fù)面影響,如降低個(gè)體的工作效率,影響學(xué)生學(xué)業(yè)成績(jī)等。青少年群體其無(wú)聊情緒狀態(tài)的滋生與蔓延越來(lái)越普遍。青少年產(chǎn)生無(wú)聊感的重要原因是社會(huì)活動(dòng)的缺乏與思想上、目標(biāo)與觀念上的空洞,高無(wú)聊感的青少年容易產(chǎn)生人際關(guān)系不良、應(yīng)對(duì)不良、學(xué)業(yè)不良等問(wèn)題。因此本研究主要調(diào)查當(dāng)前高中生的無(wú)聊感的特點(diǎn),然后探討無(wú)聊感與自我同一性、應(yīng)對(duì)方式之間的關(guān)系。通過(guò)借鑒前人對(duì)無(wú)聊感的干預(yù)經(jīng)驗(yàn),制定團(tuán)體輔導(dǎo)方案以降低學(xué)生的高無(wú)聊感水平。在本研究中,采用青少年“無(wú)聊癥候群”評(píng)定量表、青少年自我同一性狀態(tài)量表、中學(xué)生應(yīng)對(duì)方式量表對(duì)725名高中生展開(kāi)問(wèn)卷調(diào)查,運(yùn)用團(tuán)體輔導(dǎo)方法對(duì)其中選出的10名高無(wú)聊感個(gè)體進(jìn)行干預(yù)。研究所得結(jié)論如下:(1)高中生無(wú)聊感在生源地、是否獨(dú)生子女維度上沒(méi)有顯著差異。在性別和年級(jí)上,男生的無(wú)聊感水平要顯著高于女生,高一學(xué)生的無(wú)聊感水平顯著高于高二、高三年級(jí)學(xué)生。(2)無(wú)聊感與自我同一性四種狀態(tài)都呈顯著相關(guān),其中與總體獲得呈顯著負(fù)相關(guān),與總體延緩、總體早閉、總體擴(kuò)散呈顯著正相關(guān)。無(wú)聊感與應(yīng)對(duì)方式中的問(wèn)題解決呈顯著負(fù)相關(guān),與退避、幻想、發(fā)泄、忍耐呈顯著正相關(guān)。(3)自我同一性中的總體擴(kuò)散型與應(yīng)對(duì)方式的退避、幻想、忍耐型呈顯著正相關(guān),與問(wèn)題解決呈顯著負(fù)相關(guān)。高中生自我同一性中的總體獲得型、總體延緩型與總體早閉型與應(yīng)對(duì)方式的六維度皆呈顯著正相關(guān)關(guān)系。(4)在無(wú)聊感對(duì)應(yīng)對(duì)方式的影響中,自我同一性起到了部分中介作用。(5)本研究設(shè)計(jì)的團(tuán)體心理輔導(dǎo)活動(dòng)能夠顯著降低高中生的高無(wú)聊感水平。
[Abstract]:Boredom is an unpleasant complex emotional state in which an individual is unable to experience the full satisfaction of needs in the face of poor environmental stimuli, resulting in an unpleasant emotional state, such as apathy and helplessness, which is regarded as an unpleasant experience. An emotional state of lack of stimulation and low physiological arousal. For a long time, the mental health of the individual will be adversely affected, such as reducing the work efficiency of the individual and affecting the students' academic achievement. It is more and more common for teenagers to breed and spread their boredom. The main reason for the boredom of teenagers is the lack of social activities and the emptiness of ideas, goals and ideas. The teenagers with high sense of boredom tend to have bad interpersonal relationships, coping problems, academic difficulties and so on. Therefore, the present study investigates the characteristics of boredom in senior high school students, and then explores the relationship between boredom and self identity, coping style. By drawing lessons from the previous experience of intervention on boredom, a group counseling program was developed to reduce the students' high level of boredom. In this study, 725 high school students were investigated with the Youth boredom Syndrome rating scale, the Youth Self-identity scale and the Middle School students coping style scale. Group counseling was used to intervene 10 individuals with high boredom. The conclusion of the study is as follows: 1) there is no significant difference in the dimensionality of boredom among high school students. In gender and grade, the level of boredom in boys was significantly higher than that in girls, and the level of boredom in freshmen was significantly higher than that in sophomore years. There is a significant negative correlation with the total acquisition, a significant positive correlation with the overall delay, the overall early closure and the total diffusion. Boredom was negatively correlated with problem-solving in coping style, and positively correlated with avoidance, fantasy, venting, and tolerance. There is a significant negative correlation with problem solving. There was a significant positive correlation between total acquisition type, total delay type and overall early closure type and coping style in high school students' self-identity. (4) in the influence of boredom on coping style, there was a significant positive correlation between them. (5) the group counseling activities designed in this study can significantly reduce the high level of boredom of high school students.
【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(lèi)號(hào)】：G444

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