本文選題：手機(jī)依賴(lài) + 高中生��； 參考：《山西醫(yī)科大學(xué)》2017年碩士論文

【摘要】：目的:了解高中生手機(jī)依賴(lài)的特點(diǎn)和現(xiàn)狀,探究影響高中生手機(jī)依賴(lài)的社會(huì)心理學(xué)變量;探究團(tuán)體心理干預(yù)對(duì)高中生手機(jī)依賴(lài)的改善作用。方法:1、調(diào)查研究:采用《一般個(gè)人情況調(diào)查表》、《手機(jī)依賴(lài)指數(shù)量表》、《焦慮自評(píng)量表》、《抑郁自評(píng)量表》、《艾森克人格問(wèn)卷簡(jiǎn)式中國(guó)版》、《青少年生活事件量表》、《青少年心理韌性量表》、《青少年學(xué)習(xí)倦怠量表》、《缺陷感量表》、《社交回避及苦惱量表》,對(duì)山西省某高中485名學(xué)生施測(cè),以了解高中生手機(jī)依賴(lài)現(xiàn)狀,同時(shí)考察手機(jī)依賴(lài)與其他社會(huì)心理學(xué)變量的關(guān)系。2、干預(yù)研究:選取手機(jī)依賴(lài)高中生100例,采用隨機(jī)數(shù)字法將其分為實(shí)驗(yàn)組(50人)和對(duì)照組(50人),所有被試均簽署知情同意書(shū)。實(shí)驗(yàn)組接受手機(jī)依賴(lài)的團(tuán)體心理干預(yù),對(duì)照組不接受干預(yù)。干預(yù)共進(jìn)行6次,每周1次,每次120分鐘,為期6周。比較《手機(jī)依賴(lài)指數(shù)量表》、《焦慮自評(píng)量表》、《抑郁自評(píng)量表》、《青少年心理韌性量表》、《青少年學(xué)習(xí)倦怠量表》、《缺陷感量表》、《社交回避及苦惱量表》前測(cè)、干預(yù)1個(gè)月后測(cè)的數(shù)據(jù),以評(píng)定團(tuán)體心理干預(yù)對(duì)手機(jī)依賴(lài)的改善作用。結(jié)果:1、調(diào)查研究結(jié)果(1)全部調(diào)查對(duì)象的手機(jī)依賴(lài)指數(shù)總得分分布在17-85分之間。高中生手機(jī)依賴(lài)檢出率為25.9%,其中其中男性依賴(lài)者50名,男生手機(jī)依賴(lài)檢出率為26.3%,女性依賴(lài)者69名,女生手機(jī)依賴(lài)檢出率為25.7%。高中生手機(jī)依賴(lài)的戒斷性維度上存在性別差異(p0.05),手機(jī)依賴(lài)的失控性、逃避性、低效性維度和總分上不存在性別差異(p0.05);文理科和是否住校兩因素對(duì)高中生的手機(jī)依賴(lài)的各維度及總分無(wú)顯著差異(p0.05)。家庭經(jīng)濟(jì)情況較差的高中生在手機(jī)依賴(lài)的失控性、逃避性和總分上顯著高于家庭經(jīng)濟(jì)一般和較好的高中生(p0.05)。(2)高中生手機(jī)依賴(lài)總分與焦慮、抑郁、神經(jīng)質(zhì)人格、生活事件量表的各因子分及總分、學(xué)習(xí)倦怠的各因子分及總分、社交回避及苦惱的各因子分及總分,均存在顯著正相關(guān)(p0.05);與人格的掩飾性、心理韌性的各因子分及總均分、缺陷感各因子分及總分呈顯著負(fù)相關(guān)(p0.05);而與人格的精神質(zhì)和內(nèi)外向得分無(wú)顯著相關(guān)(p0.05)。(3)多元線(xiàn)性回歸分析表明影響手機(jī)依賴(lài)的主要因素為焦慮、自尊、人際關(guān)系、社交回避、神經(jīng)質(zhì)人格、積極認(rèn)知、學(xué)業(yè)疏離和情緒控制,八個(gè)變量共解釋抑郁變異的50.3%。2、干預(yù)研究結(jié)果干預(yù)結(jié)束后1個(gè)月,分別對(duì)兩組的各項(xiàng)指標(biāo)進(jìn)行后測(cè),將實(shí)驗(yàn)組后測(cè)與其前測(cè)的結(jié)果差值d1與對(duì)照組后測(cè)與其前測(cè)的差值d2進(jìn)行獨(dú)立樣本t檢驗(yàn)。結(jié)果顯示,實(shí)驗(yàn)組在手機(jī)依賴(lài)的失控性、逃避性、低效性三因子及總分、焦慮、抑郁、心理韌性的情緒控制、積極認(rèn)知、家庭支持、人際協(xié)助四因子及總均分、學(xué)習(xí)倦怠的低成就感因子及總分、缺陷感的各因子及總分、社交回避及苦惱的各因子及總分幾個(gè)方面較對(duì)照組顯著改善(p0.05)。在手機(jī)依賴(lài)的戒斷性維度、心理韌性的目標(biāo)專(zhuān)注、學(xué)習(xí)倦怠的身心耗竭和學(xué)業(yè)疏離方面改善不顯著(p0.05)。結(jié)論:(1)本研究高中生手機(jī)依賴(lài)的發(fā)生率為25.9%。(2)影響高中生手機(jī)依賴(lài)的因素主要有:焦慮、自尊、人際關(guān)系、社交回避、神經(jīng)質(zhì)人格、積極認(rèn)知、學(xué)業(yè)疏離和情緒控制。(3)團(tuán)體心理訓(xùn)練能夠減少高中生手機(jī)依賴(lài)傾向,減少其焦慮、抑郁情緒、學(xué)習(xí)倦怠、社交回避及苦惱,提高其心理韌性和自尊。
[Abstract]:Objective: to understand the characteristics and status quo of high school students' mobile dependence, to explore the social psychological variables that affect the dependence of senior high school students, and to explore the effect of group psychological intervention on the mobile phone dependence of senior high school students. Methods: 1, investigation and research: using the general personal situation questionnaire, the cell phone dependence index scale, the self rating anxiety scale, the self evaluation of depression, and the self evaluation of depression. Table >, the Eysenck personality questionnaire, the Chinese version of the simple style, the youth life events scale, the Adolescent Mental Resilience Scale, the adolescent learning burnout scale, the defect scale, the social avoidance and distress scale, tested 485 students in a high school in Shanxi to understand the current situation of high school students' mobile dependence, and examine cell phone dependence and other societies. The relationship of psychological variables.2, intervention study: 100 cases of high school students were selected by mobile phone, and they were divided into experimental group (50 people) and control group (50 people) by random number method. All the subjects signed the informed consent. The experimental group accepted the group psychological intervention of cell phone dependence and the control group did not accept intervention. 6 times, 1 times a week, 120 minutes each time. The clock, for a period of 6 weeks, was compared with the cell phone dependence index scale, the self rating anxiety scale, the self rating depression scale, the Adolescent Mental Resilience Scale, the adolescent learning burnout scale, the defect scale, the social avoidance and distress scale, and the data of 1 months after intervention to assess the improvement of group psychological intervention on cell phone dependence. Results: 1 The survey results (1) the total number of mobile phone dependence indices of all the respondents was 17-85. The detection rate of mobile phone dependence of high school students was 25.9%, of which 50 were male dependents, 26.3% for male cell phone dependence, 69 for female dependents, and the detection rate of mobile phone dependence of female students was the abstinence dimension of 25.7%. high school students' mobile dependence. There is a gender difference (P0.05), the runaway, escaping, low efficiency and total score of cell phone dependence (P0.05) does not exist. There are no significant differences in the dimensions and total score of the two factors on the cell phone dependence of high school students (P0.05). And the total score is significantly higher than the family economy general and better high school students (P0.05). (2) high school students' total score and anxiety, depression, neuroticism, all the factors and total scores of life events scale, each factor and total score of learning burnout, social avoidance and distress in all factors and total scores, there are significant positive correlation (P0.05); and people There was a significant negative correlation between the factor score and total score of the mental toughness (P0.05), but there was no significant correlation with the personality and internal and external scores (P0.05). (3) multivariate linear regression analysis showed that the main factors affecting the cell phone dependence were anxiety, self-esteem, interpersonal relationship, social avoidance, and neurotic people. The eight variables explained the 50.3%.2 of the depressive variation, and 1 months after the intervention of intervention, the results of the post test and the difference value D1 of the results of the experimental group and the previous test and the difference value D2 of the previous test were tested independently. The results showed that the results showed that the difference between the post test and the pre test was D2. In the experimental group, the experimental group was in the control of out of control, escaping, inefficiency, three factors and total score, anxiety, depression, mental toughness, positive cognition, family support, four factors and total equality of interpersonal assistance, the low achievement factor and total score of learning burnout, the factors and total scores of the sense of defect, the factors and total scores of social avoidance and distress. Compared with the control group (P0.05). In the abstinence dimension of cell phone dependence, the goal concentration of mental resilience, the physical and mental exhaustion of learning burnout and academic alienation were not significantly improved (P0.05). (1) the incidence of cell phone dependence in senior high school students was 25.9%. (2), the main factors affecting the high school students' mobile dependence were anxiety, self-esteem, Interpersonal relationship, social avoidance, neurotic personality, positive cognitive, academic alienation and emotional control. (3) high school students group psychological training can reduce the mobile phone dependence, reduce anxiety, depression, learning burnout, social avoidance and distress, improve their mental toughness and self-esteem.
【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：B844.2

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