本文關(guān)鍵詞：學(xué)校行為適應(yīng)、個(gè)人應(yīng)對(duì)策略和心理控制能力對(duì)大學(xué)新生心理健康的影響，由筆耕文化傳播整理發(fā)布。

     ③Mental health status is related with behavior adaptation to college(r=0.544,P<0.001),individual coping strategy(positive coping r=-0.200,P<0.001,negative coping r=0.228,P<0.001),I-E locus of control(r=0.218,P<0.001)and some individual social conditions(P<0.05).

     3心理健康狀態(tài)與學(xué)校行為適應(yīng)(r=0.544,P<0.001),個(gè)人應(yīng)對(duì)策略(積極應(yīng)對(duì)r=-0.200,P<0.001,消極應(yīng)對(duì)r=0.228,P<0.001),心理控制源(r=0.218,P<0.001)和個(gè)體社會(huì)條件存在相關(guān)(P<0.05)。

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     ②Woman students adopt more negative coping strategy than man students(P<0.01,male mean=1.03,female mean=1.23),and the students in art major have more tendency of internal locus of control than the students in other majors(P<0.001,art major mean=11.02,other majors mean=12.99);

     2女生比男生更多采用消極應(yīng)對(duì)策略(P<0.01,男生均值1.03;女生1.23); 藝術(shù)專業(yè)比理工科和文科更具內(nèi)控傾向(P<0.001,藝術(shù)專業(yè)均值為11.02,其他專業(yè)12.99);

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     It was for the needs of the behavior research of children, the Interpersonal Conflict Coping Strategy Scale was revised.

     為研究?jī)和睦砼c行為發(fā)展的需要,對(duì)兒童人際沖突應(yīng)對(duì)策略量表進(jìn)行編制。

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     Objective To study effect of adaptation to college,individual coping strategy and psychosocial control competence on mental health of first-year students.

     目的研究學(xué)校行為適應(yīng)、個(gè)人應(yīng)對(duì)策略和心理控制能力對(duì)大學(xué)新生心理健康的影響。

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     Conclusion First-year students' mental health status mainly is influenced by behavior adaptation to college,negative coping and I-E locus of control. Individual coping strategy and I-E locus of control play the important mediate roles in mental health and behavior and adaptation to college.

     結(jié)論學(xué)校行為適應(yīng),消極應(yīng)對(duì)和心理控制源是影響大學(xué)新生心理健康狀態(tài)的主要因素,而個(gè)人應(yīng)對(duì)策略和心理控制源在心理健康狀態(tài)和學(xué)校行為適應(yīng)中起著不可忽視的調(diào)節(jié)作用。

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     The total score of TAS was positively related or obviously positively related to the self-blaming,fantasy or rationalization factor score of CMI and the passive coping strategy score of TCSQ (P<0.05 or P<0.001),while the relation was negative between the total score of TAS and the active coping strategy score of TCSQ (P<0.001).

     同時(shí)TAS總分與應(yīng)付方式問卷的自責(zé)、幻想、合理化因子分和特質(zhì)應(yīng)對(duì)方式問卷的消極應(yīng)對(duì)因子分呈顯著正相關(guān)(P<0.05或P<0.001),而與特質(zhì)應(yīng)對(duì)方式問卷的積極應(yīng)對(duì)因子分呈顯著負(fù)相關(guān)(P<0.001)。

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     Analysis of mental health and coping style of clinical nurses and the coping strategy

     臨床護(hù)士心理狀態(tài)和應(yīng)對(duì)方式分析與對(duì)策

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     Methods SCL-90 and the Coping Strategy Scale by Xie Ya'ning were used to investigate the mental health and the coping strategies among 65 clinical nurses.

     方法采用癥狀自評(píng)量表(SCL-90)和解亞寧等編制的應(yīng)對(duì)方式量表對(duì)65名臨床護(hù)士進(jìn)行問卷調(diào)查。

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     In 2000, Stanton et al. put forward the new coping strategy of emotional-approach-coping (EAC), and developed a corresponding scale.

     Stanton等人于2000年提出了情緒應(yīng)對(duì)(Emotional approach coping)這一應(yīng)對(duì)方式的新維度,并制訂了相應(yīng)的量表。

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     The self-blaming,fantasy,withdrawing or rationalization factor score of CMI and the passive coping strategy score of TCSQ in students with test anxiety were higher or significantly higher than those of students without test anxiety (P<0.05 or P<0.001),while the consequence of the active coping strategy score of TCSQ was on the contrary (P<0.05).

     有考試焦慮者應(yīng)付方式問卷的自責(zé)、幻想、退避、合理化因子分及特質(zhì)應(yīng)對(duì)方式問卷的消極應(yīng)對(duì)因子分顯著高于無考試焦慮者(P<0.05或P<0.001),而無考試焦慮者特質(zhì)應(yīng)對(duì)方式問卷的積極應(yīng)對(duì)因子分顯著高于有考試焦慮者(P<0.05)。

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     2.In the relationship of PGD and coping strategy, pre-and post-competition task-oriented coping strategies correlated positively with PGD, whereas emotion-oriented coping strategies correlated negatively with PGD.

     （2） 在PGD與應(yīng)付策略的關(guān)系中，在賽前和賽后，任務(wù)定向的應(yīng)付策略與PGD有顯著的正相關(guān)，而情緒定向的應(yīng)付策略與PGD有顯著的負(fù)相關(guān)。

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     Results The values concerning the subjects' job conflicts, working prospect, social support and physical complaints in the group of extrinsic locus of control were remarkably higher than those derived from intrinsic locus of control, while the values concerning the subjects' promotion, participation in decision-making, working responsibility, coping strategy, their self-esteem, job satisfaction and mental health in the group of extrinsic locus of control were all lower than those obtained from the group of intrinsic locus of control, the difference being significant.

     結(jié)果　分析表明警察中外控性強(qiáng)組工作沖突、工作前景、社會(huì)支持、軀體抱怨評(píng)分高于內(nèi)控性強(qiáng)組 ,而提升機(jī)會(huì)、決策參與、工作責(zé)任、應(yīng)付策略、自尊感、工作滿意感和心理衛(wèi)生評(píng)分則低于內(nèi)控性強(qiáng)組 ,且差異具有顯著性。

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     Multiple stepwise regression analysis showed that faithfulness to organization,education,mental health,coping strategy and job difficulty scores were predictors of the serum prolactin level,and self esteem and life attitude were predictors of the serum testosterone level.

     逐步回歸分析表明 ,組織忠誠(chéng)度、文化程度、心理衛(wèi)生、應(yīng)付策略和工作困難評(píng)分是血清催乳素濃度的預(yù)測(cè)因子 ,而自尊感和生活態(tài)度是血清睪酮濃度的預(yù)測(cè)因子。

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     The mental health score were significantly positively related to interpersonal relation, job monotones, role conflict, role ambiguity, job pace, work locus of control, daily life stress scores, times of night shift, and illness( P <0.05 or 0.001), negatively to task identity, training adequacy, coping strategy, self esteem, organization commitment, support from coworker and family scores( P <0.05 or 0.001) .

     抑郁癥狀評(píng)分與工作人際沖突、工作單調(diào)性、角色沖突、角色模糊、工作速度、工作心理控制源評(píng)分和每日緊張感評(píng)分以及值夜班數(shù)量、患病次數(shù)呈正相關(guān) ,與任務(wù)一致性、培訓(xùn)充分性、同事支持和親屬支持、應(yīng)付策略、自尊感、組織忠誠(chéng)度評(píng)分呈負(fù)相關(guān) ;

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     The main modifiers of middle school teachers were behavior manners,coping strategy and self-esteem.

     行為方式、應(yīng)付策略、自尊感是中學(xué)教師的主要緩解因素。

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     Because the other coping strategies were oppressed by the dominant coping strategy, theneurotics self is “split” into an ideal self and a despised self.

     主導(dǎo)防御策略之下壓抑著其他兩種防御傾向,因而神經(jīng)質(zhì)的自我被分裂為“理想化的自我”和“被鄙視的自我”。

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  本文關(guān)鍵詞：學(xué)校行為適應(yīng)、個(gè)人應(yīng)對(duì)策略和心理控制能力對(duì)大學(xué)新生心理健康的影響，由筆耕文化傳播整理發(fā)布。