發(fā)布時間：2018-06-18 12:22

  本文選題：初中生 + 手機依賴��； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：研究目的:本研究旨在探討現(xiàn)實療法對初中生手機依賴的團(tuán)體干預(yù)效果以及孤獨感、人際關(guān)系與手機依賴的關(guān)系,并試圖揭示初中生群體在團(tuán)體活動中手機依賴改善的可能性及途徑,從而達(dá)到幫助其持續(xù)改善手機依賴狀況、降低孤獨感,提升人際關(guān)系的目的,進(jìn)而為學(xué)校心理健康教育提供新的參考。研究方法:在南昌市洪都中學(xué)初一、初二年級隨機抽取633名學(xué)生發(fā)放手機依賴指數(shù)問卷、孤獨問卷和人際關(guān)系綜合診斷問卷,對所得數(shù)據(jù)進(jìn)行差異比較,分析孤獨感、人際關(guān)系與手機依賴的關(guān)系;篩選手機依賴者45人,隨機分為3組(現(xiàn)實療法干預(yù)組、一般干預(yù)組、不干預(yù)組)進(jìn)行團(tuán)體輔導(dǎo)干預(yù),結(jié)束后進(jìn)行后測,并且在三個月后再次進(jìn)行延時后測,通過方差分析和多重比較驗證現(xiàn)實療法對初中生手機依賴的干預(yù)效果和延時效果。研究結(jié)果:(1)初中生手機依賴者和非手機依賴者在孤獨感總分與人際關(guān)系總分上存在顯著差異(p0.05);(2)后測中,現(xiàn)實療法干預(yù)組、一般干預(yù)組和不干預(yù)組在手機依賴總分及其四個子維度、孤獨感總分、人際關(guān)系總分及其子維度上均存在顯著差異(p0.01);現(xiàn)實療法干預(yù)組分別與一般干預(yù)組、不干預(yù)組在各個維度上均存在顯著差異(p0.01);(3)延時后測中,三組在手機依賴總分及其四個子維度上均存在顯著差異(p0.05)。研究結(jié)論:(1)洪都中學(xué)初中生手機依賴整體上處于較低水平,但存在一定比例的手機依賴者,其檢出率為7.6%,手機依賴給初中生帶來的危害不容忽視;(2)初中生手機依賴在性別上不存在顯著差異,在年級上存在顯著差異:初一年級手機依賴水平高于初二年級;(3)手機依賴會影響初中生的孤獨感和人際關(guān)系,手機依賴者孤獨感水平更高,人際關(guān)系更不和諧,改善初中生手機依賴情況可以降低其孤獨感,提升其人際關(guān)系;(4)現(xiàn)實療法團(tuán)體輔導(dǎo)對初中生手機依賴的干預(yù)效果要好于一般手機依賴團(tuán)體輔導(dǎo),并且其延時效果也較好,即:現(xiàn)實療法團(tuán)體干預(yù)組一般團(tuán)體干預(yù)組不干預(yù)組,這為改善初中生手機依賴提供了新的解決途徑。
[Abstract]:Objective: the purpose of this study was to explore the group intervention effect of realistic therapy on mobile phone dependence of junior high school students, as well as the relationship between loneliness, interpersonal relationship and mobile phone dependence. It also tries to reveal the possibility and ways to improve the mobile phone dependence of junior high school students in group activities, so as to help them to continuously improve their mobile phone dependence status, reduce loneliness and enhance interpersonal relationships. Then it provides a new reference for school mental health education. Methods: in Nanchang Hongdu Middle School, 633 students were randomly selected to distribute mobile phone dependence index questionnaire, loneliness questionnaire and interpersonal relationship comprehensive diagnosis questionnaire. The relationship between interpersonal relationship and mobile phone dependence, 45 patients were selected and randomly divided into 3 groups (reality therapy intervention group, general intervention group, non-intervention group) for group counseling intervention. After three months, delay posttest was carried out again, and the intervention effect and delay effect of realistic therapy on mobile phone dependence of junior high school students were verified by ANOVA and multiple comparisons. Results: (1) there were significant differences in the total scores of loneliness and interpersonal relationship between mobile phone dependent and non-mobile dependent junior high school students. There were significant differences between the general intervention group and the non-intervention group in the total score of mobile phone dependence and its four sub-dimensions, the total score of loneliness, the total score of interpersonal relationship and its sub-dimension. There was significant difference between the three groups in the total score of cell phone dependence and its four sub-dimensions in the delayed posttest (p0.01) and the three groups had significant differences in the total score of cell phone dependence and its four sub-dimensions. Conclusion: 1) the mobile phone dependence of junior high school students in Hongdu is at a relatively low level, but there is a certain proportion of people who depend on mobile phones. The detection rate of mobile phone dependence on junior high school students can not be ignored. (2) there is no significant difference in the gender of mobile phone dependence among junior high school students. There were significant differences in grade 1: the level of mobile phone dependence in grade 1 was higher than that in grade 2) cell phone dependence would affect the loneliness and interpersonal relationship of junior high school students, and the level of loneliness and interpersonal relationship of those who depended on mobile phone was higher, and the interpersonal relationship was more disharmonious. Improving the situation of mobile phone dependence of junior high school students can reduce their loneliness and enhance their interpersonal relationship. 4) the intervention effect of group counseling on mobile phone dependence of junior high school students is better than that of general mobile phone dependence group counseling, and the delay effect is also better. That is: group intervention group, general group intervention group, non-intervention group, which provides a new solution to improve mobile phone dependence of junior high school students.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B844.2

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