本文選題：死亡教育 + 大學(xué)生��； 參考：《中南大學(xué)》2012年碩士論文

【摘要】：目的 1、調(diào)查大學(xué)生生命意義感的現(xiàn)狀； 2、探討死亡教育對(duì)大學(xué)生生命意義感的影響； 3、探討大學(xué)生生命意義感的影響因素。 方法 本研究為類實(shí)驗(yàn)性研究。以長沙醫(yī)學(xué)院09級(jí)本科生為研究對(duì)象,采用按比例隨機(jī)抽樣方法抽取問卷調(diào)查對(duì)象共122名,抽取醫(yī)學(xué)專業(yè)(包括臨床、護(hù)理),非醫(yī)學(xué)專業(yè)(包括工商管理、英語、計(jì)算機(jī)科學(xué)技術(shù))本科生。其中醫(yī)學(xué)生(臨床專業(yè)、護(hù)理專業(yè))67人,非醫(yī)學(xué)生專業(yè)學(xué)生(工商管理、英語、計(jì)算機(jī)科學(xué)技術(shù))共55人。將抽到的醫(yī)學(xué)專業(yè)和非醫(yī)學(xué)專業(yè)分別再分為干預(yù)組和對(duì)照組。干預(yù)組參加為期12周,24學(xué)時(shí)的死亡教育課程,對(duì)照組在此期間不予任何試驗(yàn)處理。兩組均在課程實(shí)施前和實(shí)施后一周對(duì)其生命意義感進(jìn)行測量,以了解干預(yù)效果。干預(yù)組于干預(yù)結(jié)束2個(gè)月后再次問卷調(diào)查以估測死亡教育對(duì)在校大學(xué)生生命意義感持續(xù)影響效果。 結(jié)果 1.基線結(jié)果顯示：122名在校本科生的生命意義感得分為多元線性回歸分析顯示：研究對(duì)象“專業(yè)”、“自覺生理狀況”、“自覺心理狀況”為影響大學(xué)生生命意義感的因素。 2.干預(yù)后干預(yù)組生命意義感整體層面、生命價(jià)值、生活品質(zhì)、生活目標(biāo)、生活自由得分增加,且有統(tǒng)計(jì)學(xué)意義(P0.05)；顯示大學(xué)生命意義感有所增強(qiáng)；干預(yù)組和對(duì)照組大學(xué)生生命意義感得分干預(yù)前后差值比較差異有統(tǒng)計(jì)學(xué)意義(P0.05),即經(jīng)過干預(yù)后大學(xué)生生命意義感提高明顯高于對(duì)照組。對(duì)照組生命意義感無明顯變化。 3.干預(yù)組干預(yù)前和干預(yù)后兩個(gè)月在生命意義感整體層面及各維度得分差異均有統(tǒng)計(jì)學(xué)意義(P0.05),且均在干預(yù)后兩個(gè)月有所上升；對(duì)照組干預(yù)后和干預(yù)后兩個(gè)月在生命意義整體層面及四個(gè)維度上得分差異均無統(tǒng)計(jì)學(xué)意義(P0.05)。 4.重復(fù)測量方差分析結(jié)果表明,生活品質(zhì)、生活目標(biāo)和生活自由三個(gè)觀察指標(biāo)干預(yù)主效應(yīng)差異有統(tǒng)計(jì)學(xué)意義(P0.05),即不考慮時(shí)間因素,不同干預(yù)水平的研究對(duì)象在生活品質(zhì)、生活目標(biāo)和生活自由得分上有差異,其它指標(biāo)干預(yù)主效應(yīng)無差異(P0.05)；同時(shí),所有觀察指標(biāo)時(shí)間主效應(yīng)均無差異(P0.05)； 結(jié)論 1.大學(xué)生生命意義感處于一般水平。 2.死亡教育可顯著提升大學(xué)生的生命意義感,且此作用有一定的延后效應(yīng)。 3.有80%以上的干預(yù)組大學(xué)生對(duì)本課程感到滿意；有超過90%的干預(yù)組大學(xué)生愿意再接受此類課程,說明本研究死亡教育課程編制比較成功,且有其推廣價(jià)值。
[Abstract]:Objective 1, to investigate the current situation of college students' sense of life meaning; 2, to explore the influence of death education on college students' sense of life meaning; 3, to explore the influencing factors of college students' sense of life meaning. Methods this study is an experimental study. A total of 122 subjects were selected from a total of 122 undergraduates of Grade 09 of Changsha Medical College. The subjects were selected from medical major (including clinical, nursing), non-medical major (including business administration, English, English). Computer Science and Technology) undergraduate students. Medical students (clinical, nursing) 67 students, non-medical students (business administration, English, computer science and technology) a total of 55 people. The medical majors and non-medical majors were divided into intervention group and control group respectively. The intervention group attended death education courses for 12 weeks and 24 hours, while the control group did not receive any experimental treatment. Both groups measured their sense of life before and one week after the implementation of the course to understand the effect of intervention. Two months after the intervention, the intervention group was investigated again to estimate the effect of death education on the sense of life significance of college students. Result 1. The baseline results showed that the scores of life sense of 122 undergraduates were multiple linear regression analysis. The subjects of the study were "major" and "conscious physiological state". Conscious psychological condition is the factor that affects college students' sense of meaning in life. 2. After intervention, the overall level of life sense, life value, quality of life, life goal, life freedom scores in the intervention group increased, and there was statistical significance (P0.05); There was significant difference between the intervention group and the control group before and after the intervention (P0.05), that is, after the intervention, college students' sense of life was significantly higher than the control group. There was no significant change in sense of life in the control group. 3. Before and two months after intervention, there were significant differences in the scores of the whole level and the dimensions of life sense in the intervention group (P0.05), and both increased in two months after the intervention. After intervention and two months after intervention in the control group, there was no significant difference in the overall level and four dimensions of life significance (P0.05). The results of variance analysis of repeated measurement showed that there were significant differences in the main effects of intervention among the three observation indexes, quality of life, life goal and life freedom (P0.05), that is, not considering the time factor, the study subjects with different intervention levels were in the quality of life. Life goals and life freedom scores were different, other indicators of intervention in the main effect of no difference (P0.05); at the same time, all the observed indicators of the main effect of time were not different (P0.05); conclusion 1. College students' sense of meaning of life is at the average level. 2. Death education can significantly improve the sense of life significance of college students, and this role has a certain delay effect. 3. More than 80% of the college students in the intervention group were satisfied with the course, and more than 90% of the students in the intervention group were willing to accept this kind of course again, which indicated that the curriculum of death education in this study was relatively successful and worth popularizing.
【學(xué)位授予單位】：中南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G641

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