本文選題：中學(xué)生 + 人際壓力��； 參考：《西南師范大學(xué)》2004年碩士論文

【摘要】：人際壓力(IS)是影響中學(xué)生心理健康的主要問(wèn)題之一。目前，國(guó)外對(duì)中學(xué)生人際壓力及其應(yīng)對(duì)策略的研究尚處于探索階段；國(guó)內(nèi)這方面的研究相對(duì)更為缺乏，更無(wú)專門的中學(xué)生人際壓力量表和人際壓力應(yīng)對(duì)策略量表。研究中學(xué)生人際壓力及其應(yīng)對(duì)策略是中學(xué)生心理發(fā)展的客觀需要，也是青少年心理健康教育的現(xiàn)實(shí)要求，更是壓力應(yīng)對(duì)理論研究深入發(fā)展的迫切要求。 本研究遵循“理論分析——研制工具——實(shí)際測(cè)量——分析特點(diǎn)和關(guān)系”的研究思路，，在已有文獻(xiàn)分析和問(wèn)卷調(diào)查基礎(chǔ)上，編制了“中學(xué)生人際壓力問(wèn)卷”和“中學(xué)生人際壓力應(yīng)對(duì)策略問(wèn)卷”，通過(guò)因素分析探索了中學(xué)生人際壓力及其應(yīng)對(duì)策略的構(gòu)成要素，探討了它們的發(fā)展特點(diǎn)，并考察了中學(xué)生人際壓力應(yīng)對(duì)策略和其人際壓力的關(guān)系。本研究主要結(jié)論如下： 1．人際壓力結(jié)構(gòu)主要由人際期望壓力、人際沖突壓力、人際挫折壓力、人際約束壓力和人際情境壓力組成，這與本研究的理論構(gòu)想模型基本一致。在此基礎(chǔ)上形成的“中學(xué)生人際壓力問(wèn)卷”具有良好的信度和效度。 2．人際壓力應(yīng)對(duì)策略是一個(gè)多層次復(fù)雜系統(tǒng)，由積極維度和消極維度構(gòu)成，積極維度包括求助、積極轉(zhuǎn)移、認(rèn)知調(diào)整和主動(dòng)溝通4個(gè)因素，消極維度包括攻擊／抵觸、壓抑、幻想和否認(rèn)4個(gè)因素。這與本研究的理論構(gòu)想模型基本一致。在此基礎(chǔ)上形成的“中學(xué)生人際壓力應(yīng)對(duì)策略問(wèn)卷”具有良好的信度和效度。 3．整體上，中學(xué)生的人際壓力水平存在顯著的性別差異、學(xué)校性質(zhì)差異和年級(jí)差異，年級(jí)差異具體表現(xiàn)為初二＞初一＞高一＞高二＞初三＞高三，初二是關(guān)鍵年級(jí)；沒(méi)有顯著的學(xué)生來(lái)源差異。 4．整體上，中學(xué)生所使用的人際壓力應(yīng)對(duì)策略存在顯著的性別差異、學(xué)校性質(zhì) 中學(xué)生人際壓力及其應(yīng)對(duì)策略特點(diǎn)的研究 差異和年級(jí)差異，年級(jí)差異具體表現(xiàn)為初一高三高二高一初三初二，初二是人 際壓力應(yīng)對(duì)策略發(fā)展的關(guān)鍵年級(jí);沒(méi)有顯著的學(xué)生來(lái)源差異。 5.不同人際壓力水平的中學(xué)生所使用的人際應(yīng)對(duì)策略存在顯著性差異，具體表 現(xiàn)為:中等Is組低IS組高IS組:人際壓力水平中等的中學(xué)生所使用人際壓力應(yīng) 對(duì)策略，無(wú)論積極的還是消極的，均最多。當(dāng)人際壓力水平較低時(shí)，中學(xué)生所使用 的人際壓力應(yīng)對(duì)策略沒(méi)有顯著的性別差異;當(dāng)人際壓力水平處于中等以上時(shí)，女生 所使用的人際壓力應(yīng)對(duì)策略顯著多于男生。 6.中學(xué)生人際壓力應(yīng)對(duì)策略和其人際壓力具有一定程度的顯著性相關(guān)。
[Abstract]:Interpersonal stress is one of the main problems affecting the mental health of middle school students. At present, the research on interpersonal stress and coping strategies of middle school students in foreign countries is still in the exploratory stage. In China, the research on this aspect is relatively lacking, and there is no specialized interpersonal stress scale and interpersonal stress coping strategy scale for middle school students. To study the interpersonal pressure and its coping strategies of middle school students is not only the objective need of their psychological development, but also the practical requirement of adolescent mental health education, and the urgent need of the further development of stress coping theory research. This study follows the research idea of "theoretical analysis-development tool-actual measurement-analysis characteristics and relationships", based on the analysis of the existing literature and questionnaire survey. The interpersonal stress questionnaire for middle school students and the interpersonal stress coping strategy questionnaire for middle school students are compiled. The factors of interpersonal stress and coping strategies of middle school students are explored through factor analysis, and their development characteristics are discussed. The relationship between interpersonal stress coping strategies and interpersonal stress of middle school students was investigated. The main conclusions of this study are as follows: 1. Interpersonal stress structure consists of interpersonal expectation stress, interpersonal conflict stress, interpersonal frustration stress, interpersonal constraint stress and interpersonal situational stress, which is consistent with the theoretical model of this study. On this basis, the interpersonal stress questionnaire of middle school students has good reliability and validity. 2. Interpersonal stress coping strategy is a multi-level and complex system, which consists of positive dimension and negative dimension. Positive dimension includes four factors: help help, positive transfer, cognitive adjustment and active communication. Negative dimension includes aggression / conflict, depression. Fantasy and denial are four factors. This is basically consistent with the theoretical model of this study. On this basis, the interpersonal stress coping Strategy questionnaire for Middle School students has good reliability and validity. 3. On the whole, the interpersonal stress level of middle school students has significant gender difference, school nature difference and grade difference, grade difference is the second year > the first > the second > the third > the third grade, the second grade is the key grade; There is no significant difference in student sources. 4. Overall, there are significant gender differences in interpersonal stress coping strategies used by middle school students. Characteristics of interpersonal stress and coping Strategies in Middle School students The difference between grade and grade is manifested in grade two, grade one, grade three, grade two, and grade two are people. Key grades of international stress coping strategy development; no significant differences in student sources. 5. There were significant differences in interpersonal coping strategies used by middle school students with different levels of interpersonal stress. Middle is group low is group high is group: interpersonal stress should be used by middle school students with moderate interpersonal stress level Strategies, both positive and negative, are most common. When interpersonal stress levels are low, secondary school students use There was no significant gender difference in interpersonal stress coping strategies. More interpersonal stress coping strategies were used than boys. 6. The coping strategies of interpersonal stress of middle school students are significantly related to their interpersonal stress to some extent.
【學(xué)位授予單位】：西南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：B844.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前3條

1 聶衍剛;曾敏霞;張萍萍;萬(wàn)華;;青少年人際壓力、人際自我效能感與社交適應(yīng)行為的關(guān)系[J];心理與行為研究;2013年03期

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相關(guān)博士學(xué)位論文 前1條

1 許志紅;大學(xué)生人際困擾與應(yīng)對(duì)策略的心理社會(huì)機(jī)制及認(rèn)知干預(yù)[D];吉林大學(xué);2010年

相關(guān)碩士學(xué)位論文 前10條

1 張?zhí)K;中學(xué)生思想政治課學(xué)習(xí)倦怠研究[D];河南大學(xué);2011年

2 李雙雙;大學(xué)生人際壓力與人際交往效能感、應(yīng)對(duì)方式的關(guān)系研究[D];福建師范大學(xué);2011年

3 馬玲君;初一學(xué)生建立良好同伴關(guān)系系列輔導(dǎo)[D];山東師范大學(xué);2012年

4 張善嶺;初中生行為習(xí)慣“年級(jí)負(fù)差異現(xiàn)象”研究[D];山東師范大學(xué);2012年

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6 徐曉飛;中學(xué)生學(xué)業(yè)社會(huì)比較對(duì)學(xué)業(yè)壓力應(yīng)對(duì)策略的影響[D];西南師范大學(xué);2005年

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9 羅錫莉;大學(xué)生就業(yè)壓力應(yīng)對(duì)方式問(wèn)卷的編制與實(shí)測(cè)[D];西南大學(xué);2008年

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本文編號(hào)：1827419