【摘要】： 少數(shù)民族地區(qū)中學(xué)生壓力自我管理是指以少數(shù)民族地區(qū)中學(xué)生自我為主體,以感知到的壓力為管理對(duì)象,以適應(yīng)各種環(huán)境和壓力最終得到個(gè)體的健康成長(zhǎng)為目標(biāo)的自我認(rèn)知、體驗(yàn)和行為傾向的人格特質(zhì)。壓力自我管理對(duì)于個(gè)體的健康成長(zhǎng)和未來(lái)發(fā)展都具有非常重要的意義。 本研究以云南少數(shù)民族地區(qū)中學(xué)生為對(duì)象,運(yùn)用文獻(xiàn)分析、問(wèn)卷調(diào)查、抽樣訪談的方法,對(duì)80名云南少數(shù)民族地區(qū)的中學(xué)生進(jìn)行開(kāi)放式問(wèn)卷調(diào)查,在參考已有的壓力管理和自我管理理論的基礎(chǔ)上,提出了中學(xué)生壓力自我管理的結(jié)構(gòu)。之后編制了具有良好信度和效度的壓力自我管理問(wèn)卷。接著用編制的問(wèn)卷調(diào)查了464名少數(shù)民族地區(qū)的中學(xué)生,考察了他們的壓力自我管理現(xiàn)狀和特點(diǎn),通過(guò)典型案例分析來(lái)探討壓力自我管理水平對(duì)心理健康的影響。最后從高低壓力自我管理水平的被試中各選取一名進(jìn)行訪談。 主要結(jié)論如下: (1)云南少數(shù)民族地區(qū)的中學(xué)生對(duì)壓力自我管理有一定的認(rèn)識(shí),但大多處于潛意識(shí)水平或模糊水平;中學(xué)生壓力自我管理的總體水平較低。 (2)云南少數(shù)民族地區(qū)中學(xué)生壓力自我管理主要包括以下三個(gè)因素:壓力自我認(rèn)知、壓力自我體驗(yàn)和壓力自我行為傾向;通過(guò)項(xiàng)目分析、探索性因素分析、驗(yàn)證性因素分析以及信度和效度分析,說(shuō)明本研究編制的中學(xué)生壓力自我管理問(wèn)卷具有較好的信度和效度。 (3)云南少數(shù)民族地區(qū)中學(xué)生的壓力自我管理處于中下水平。中學(xué)生壓力自我管理在性別和年齡上存在顯著差異,性別與年齡共同影響中學(xué)生的壓力體驗(yàn)方式。 (4)壓力自我管理總分與壓力自我認(rèn)知、壓力自我體驗(yàn)與壓力自我行為傾向有顯著的正相關(guān);中學(xué)生壓力自我管理水平對(duì)他們的心理健康有很大的影響。 (5)高低壓力自我管理水平的受訪者存在顯著差異,主要表現(xiàn)在對(duì)壓力的自我認(rèn)知水平、計(jì)劃行為能力的高低以及對(duì)壓力的態(tài)度問(wèn)題等方面。 綜上所述,本研究運(yùn)用多方法、多角度對(duì)云南少數(shù)民族地區(qū)中學(xué)生的壓力自我管理現(xiàn)狀、特點(diǎn)以及壓力自我管理水平對(duì)心理健康的影響作了探討,尚需對(duì)中學(xué)生壓力自我管理的具體影響因素、功能作用、提高壓力自我管理水平的具體措施等作進(jìn)一步的研究。
[Abstract]:The stress self-management of middle school students in minority areas refers to the self-awareness of middle school students in minority areas, the management object of perceived pressure, and the goal of adapting to various circumstances and eventually getting the healthy growth of individuals. Personality traits of experience and behavioral tendencies. Stress self-management is very important for the healthy growth and future development of individuals. In this study, 80 middle school students in Yunnan minority areas were investigated by using literature analysis, questionnaire survey and sampling interview. Based on the existing theories of stress management and self-management, the structure of stress self-management of middle school students is put forward. Then a stress self-management questionnaire with good reliability and validity was developed. Then, 464 middle school students in minority areas were investigated by questionnaire, and their current situation and characteristics of stress self-management were investigated, and the influence of stress self-management level on mental health was discussed through typical case study. Finally, one of the subjects with high and low stress level of self-management was selected for interview. The main conclusions are as follows: (1) Middle school students in Yunnan minority areas have a certain understanding of stress self-management, but most of them are in the subconscious or fuzzy level, and the overall level of middle school students' stress self-management is low. (2) the stress self-management of middle school students in Yunnan minority areas mainly includes the following three factors: stress self-cognition, stress self-experience and stress self-behavior tendency; Through item analysis, exploratory factor analysis, confirmatory factor analysis and reliability and validity analysis, it is concluded that the self-management questionnaire of middle school students developed by this study has good reliability and validity. (3) the stress self-management of middle school students in Yunnan minority areas is at the middle and lower level. There are significant differences in gender and age in stress self management of middle school students. Gender and age influence the stress experience style of middle school students. (4) the total score of stress self-management was positively correlated with stress self-cognition, stress self-experience and stress-self-behavior tendency, and the level of stress self-management had great influence on their mental health. (5) there were significant differences among the interviewees with high and low stress self-management level, mainly in the self-cognition level of stress, the ability of planning behavior and the problem of attitude to stress. To sum up, the present situation, characteristics and effects of stress self-management on mental health of middle school students in minority areas of Yunnan Province are discussed by using various methods and angles. It is necessary to further study the specific influencing factors, the function and the measures to improve the level of stress self-management of middle school students.
【學(xué)位授予單位】：重慶大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：B844.2;G635.5

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳虹;萬(wàn)奇峰;皇甫樂(lè)觀;孫映雯;;勞教民警生活質(zhì)量調(diào)查研究[J];保健醫(yī)學(xué)研究與實(shí)踐;2008年04期

2 吳迪;謝志遠(yuǎn);王晶;;論大學(xué)生自我管理能力缺失的原因及對(duì)策[J];廣西青年干部學(xué)院學(xué)報(bào);2006年03期

3 陳永進(jìn) ,支愧云;淺談心理學(xué)問(wèn)卷設(shè)計(jì)的基本原則和方法要求[J];菏澤師專學(xué)報(bào);1997年01期

4 侯麗杰;陳永進(jìn);陳和平;簡(jiǎn)磊;;健康自我管理的概念理解[J];中國(guó)教育研究論叢;2007年00期

5 王榮珍;學(xué)生自我管理的盲點(diǎn)與透視[J];教學(xué)與管理;2005年22期

6 張舒寧;傅長(zhǎng)吉;;淺論人的自我管理[J];理論界;2007年05期

7 李銳;2l世紀(jì)大學(xué)生成功的關(guān)鍵——自我管理[J];甘肅科技縱橫;2005年05期

8 王群;陳虹;;理工科院校研究生心理咨詢的主要問(wèn)題及其分析[J];石油教育;2009年04期

9 王_";在班集體建設(shè)中學(xué)生自我管理能力的培養(yǎng)[J];天津教育;2003年04期

10 石磊;;讓青少年掌握自我管理的技能[J];外國(guó)中小學(xué)教育;1986年01期

相關(guān)博士學(xué)位論文 前3條

1 陳旭;中學(xué)生學(xué)業(yè)壓力、應(yīng)對(duì)策略及應(yīng)對(duì)的心理機(jī)制研究[D];西南師范大學(xué);2004年

2 陳永進(jìn);大學(xué)生未來(lái)時(shí)間洞察力的目標(biāo)定向研究[D];西南大學(xué);2006年

3 王永明;自我管理：知識(shí)經(jīng)濟(jì)時(shí)代的管理哲學(xué)[D];蘇州大學(xué);2008年

相關(guān)碩士學(xué)位論文 前10條

1 李金釗;上海市中學(xué)生的心理壓力與心理健康的關(guān)系研究[D];華東師范大學(xué);2003年

2 呂興旺;關(guān)于中學(xué)班級(jí)學(xué)生自我教育、自我管理的研究[D];福建師范大學(xué);2003年

3 王淑敏;中學(xué)生人際壓力及其應(yīng)對(duì)策略特點(diǎn)的研究[D];西南師范大學(xué);2004年

4 賀小格;大學(xué)生自我管理量表編制[D];湖南師范大學(xué);2004年

5 張威;關(guān)于知覺(jué)到的學(xué)業(yè)壓力及其影響的心理學(xué)研究[D];東北師范大學(xué);2004年

6 葛長(zhǎng)興;初中生學(xué)校心理壓力源的調(diào)查分析[D];遼寧師范大學(xué);2004年

7 梁瑞濤;青少年學(xué)生心理應(yīng)激反應(yīng)與應(yīng)對(duì)方式和社會(huì)支持的關(guān)系研究[D];上海師范大學(xué);2005年

8 陳全紅;農(nóng)村示范性高中學(xué)生的心理壓力現(xiàn)狀分析與緩壓對(duì)策研究[D];河北師范大學(xué);2006年

9 李雪梅;中學(xué)生人際交往效能感及其與人際壓力、人際壓力應(yīng)對(duì)策略關(guān)系的研究[D];西南大學(xué);2006年

10 牟宏瑋;中學(xué)生社會(huì)支持對(duì)學(xué)業(yè)壓力應(yīng)對(duì)策略的影響[D];西南大學(xué);2006年

，

本文編號(hào)：2398644