本文關(guān)鍵詞： 大學(xué)生 就業(yè)焦慮 團(tuán)體干預(yù)研究 睡眠質(zhì)量　出處：《南方醫(yī)科大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：目的 自從我國實(shí)行高校擴(kuò)招以來,大學(xué)生就業(yè)壓力日趨嚴(yán)峻,巨大的就業(yè)壓力導(dǎo)致大學(xué)生產(chǎn)生不同程度的就業(yè)焦慮心理問題。如何將這種就業(yè)焦慮調(diào)整到適度的狀態(tài),使其對大學(xué)生就業(yè)發(fā)揮積極的作用,是當(dāng)前刻不容緩、亟待解決的社會問題。而開展群體水平的干預(yù)研究,將心理學(xué)、行為學(xué)、健康教育學(xué)和流行病學(xué)的知識進(jìn)行整合,提出科學(xué)的干預(yù)措施,無疑具有較大的研究價值和研究意義。 緊張和應(yīng)對互動模式(the Transactional Model of Stress and Coping, TMSC模式)一種以群體為對象,對行為者進(jìn)行科學(xué)的評估和干預(yù)的的行為干預(yù)模式,它可以幫助行為者在壓力條件下更加自信,積極應(yīng)對,而不是逃避或否認(rèn),從而找到積極的應(yīng)對策略,以達(dá)到有利于自身、有利于社會的效果。本研究以TMSC模式作為理論基礎(chǔ),團(tuán)體心理輔導(dǎo)作為干預(yù)形式,對我校預(yù)防醫(yī)學(xué)與食品衛(wèi)生專業(yè)大四大學(xué)生進(jìn)行干預(yù)研究。通過對干預(yù)前后就業(yè)焦慮問卷、匹茲堡睡眠質(zhì)量問卷的評估結(jié)果,探討干預(yù)方法對大學(xué)生就業(yè)焦慮問題的改善情況,評估干預(yù)方案的短期和長期效果,為制定有針對性的行之有效的大學(xué)生就業(yè)焦慮干預(yù)模式提供參考依據(jù)。 研究方法 1.制定大學(xué)生就業(yè)焦慮調(diào)查問卷并進(jìn)行信效度檢驗(yàn) 2.對某高校不同年級、不同專業(yè)的大學(xué)生開展基線調(diào)查,獲得該校大學(xué)生就業(yè)焦慮及其相關(guān)因素的基線資料。 3.建立以TMSC理論作為理論基礎(chǔ)的團(tuán)體心理干預(yù)方案。 4.以我校預(yù)防醫(yī)學(xué)與食品衛(wèi)生專業(yè)大四學(xué)生作為研究試點(diǎn)對象,開展就業(yè)焦慮的團(tuán)體心理干預(yù),并評價干預(yù)效果。 結(jié)果 1.大學(xué)生就業(yè)焦慮問卷的制定和信效度分析結(jié)果 (1)根據(jù)已有的相關(guān)心理衛(wèi)生評定量表及文獻(xiàn)調(diào)查結(jié)果,提出就業(yè)焦慮問卷的基本結(jié)構(gòu)并進(jìn)行量表項(xiàng)目的編制。通過預(yù)調(diào)查、課題組討論和專家咨詢,刪除不合要求的項(xiàng)目后,形成包含19個項(xiàng)目的大學(xué)生就業(yè)焦慮調(diào)查問卷。 (2)通過整群隨機(jī)抽樣對700名我校大學(xué)生進(jìn)行了問卷調(diào)查,并在調(diào)查間隔20天后,對中西醫(yī)結(jié)合專業(yè)的67名學(xué)生進(jìn)行重測。探索性因素分析結(jié)果顯示問卷可提取出3個公因子,各條目在所屬因子的負(fù)荷值在0.574～0.835之間,共解釋問卷的67.052%。驗(yàn)證性因素分析結(jié)果顯示大學(xué)生就業(yè)焦慮問卷的擬合優(yōu)度指數(shù)(GFI)為0.898、規(guī)范擬合指數(shù)(NFI)為0.883、相對擬合指數(shù)(RFI)為0.898、比較擬合指數(shù)(CFI)為0.898、近似均方根殘差(RMSEA)為0.094。內(nèi)部一致性效度檢驗(yàn)結(jié)果顯示,各個因素之間中度相關(guān),相關(guān)系數(shù)為0.568～0.753；而各因素與問卷總分之間相關(guān)性較高,相關(guān)系數(shù)為0.852-0.889。以上都說明問卷的結(jié)構(gòu)效度與構(gòu)想的是比較符合的。問卷信度檢驗(yàn)結(jié)果顯示,大學(xué)生就業(yè)焦慮問卷內(nèi)部一致性信度為0.842～0.941,分半信度為0.721-0.929,重測信度為0.539～0.701,均達(dá)到統(tǒng)計(jì)學(xué)要求。 2.大學(xué)生就業(yè)焦慮及其相關(guān)因素的調(diào)查分析 (1)調(diào)查的700名學(xué)生中,45.7%(320人)的學(xué)生考慮深造或出國；47.4%(332人)考慮公務(wù)員、事業(yè)單位或國企就業(yè)：23.6%(165人)考慮去私企或外企；10.9%(76人)考慮創(chuàng)業(yè)；23.9%(167人)有其他想法或計(jì)劃。利用本研究設(shè)計(jì)的就業(yè)焦慮問卷調(diào)查我校700名大學(xué)生,分析結(jié)果顯示就業(yè)焦慮平均分為41.6570±12.2684。對對不同背景特質(zhì)的個體做差異性檢驗(yàn),分析結(jié)果發(fā)現(xiàn),女性就業(yè)焦慮略高于男性就業(yè)焦慮水平,但是差異沒有統(tǒng)計(jì)學(xué)意義(P=0.420)；經(jīng)濟(jì)狀況越差,就業(yè)焦慮越高,差異具有統(tǒng)計(jì)學(xué)意義(P=0.000)；對家庭居住地分析結(jié)果顯示,居住地在城鎮(zhèn)和農(nóng)村的大學(xué)生就業(yè)焦慮較大,差異具有統(tǒng)計(jì)學(xué)意義(P=0.030)；對不同年級大學(xué)生就業(yè)焦慮秩和檢驗(yàn)比較分析結(jié)果顯示,隨著年級的升高就業(yè)焦慮的平均秩次也隨之增高,但是這種趨勢沒有統(tǒng)計(jì)學(xué)意義(P=0.506)。 (2)700名研究生中,109人(15.6%)睡眠質(zhì)量狀況差。對不同性別的大學(xué)生睡眠質(zhì)量指數(shù)得分進(jìn)行非參數(shù)檢驗(yàn),男性睡眠質(zhì)量均分略高于女性,但沒有統(tǒng)計(jì)學(xué)差異(P=0.615)；比較不同經(jīng)濟(jì)狀況的大學(xué)生的就業(yè)焦慮,結(jié)果顯示,經(jīng)濟(jì)狀況越差,睡眠質(zhì)量越差,差異具有統(tǒng)計(jì)學(xué)意義(P=0.000)；本文對大學(xué)生就業(yè)焦慮問卷得分與PSQI得分進(jìn)行相關(guān)分析結(jié)果顯示,大學(xué)生就業(yè)焦慮與睡眠質(zhì)量呈正相關(guān),秩相關(guān)系數(shù)為0.350,相關(guān)具有統(tǒng)計(jì)學(xué)意義(P=0.000)。 (3)由于就業(yè)焦慮,7.6%的學(xué)生抽煙喝酒；20.9%沉迷于網(wǎng)絡(luò)；15.1%與室友或戀人關(guān)系變差；4.9%想到過自殺；6.0%出現(xiàn)過暴力行為,47.6%通過文娛活動來緩解就業(yè)壓力。分析大學(xué)生就業(yè)焦慮程度與應(yīng)對行為的關(guān)系發(fā)現(xiàn),抽煙喝酒、沉迷網(wǎng)絡(luò)、與室友或戀人的關(guān)系惡化、自殺、暴力行為這些消極的應(yīng)對行為越嚴(yán)重,就業(yè)焦慮程度越高。 3.建立以TMSC理論作為理論基礎(chǔ)的團(tuán)體心理干預(yù)方案。團(tuán)體活動共6周,每周一次,每次時間2小時,團(tuán)體干預(yù)活動由初識、過渡、認(rèn)識情緒和處理情緒、求職面試相關(guān)問題、生涯探索、回顧與結(jié)束等主題構(gòu)成。 4.團(tuán)體干預(yù)實(shí)驗(yàn)分析結(jié)果 遵循知情同意與自愿、對照、隨機(jī)分組、無害等原則,設(shè)立干預(yù)組(TMSC干預(yù)組)和對照組(非干預(yù)組)。數(shù)據(jù)分析結(jié)果顯示干預(yù)組和對照組在年齡、性別、獨(dú)身子女、家庭居住地等方面均無統(tǒng)計(jì)學(xué)差異。兩組大學(xué)生就業(yè)焦慮程度、睡眠質(zhì)量無統(tǒng)計(jì)學(xué)差異,均衡性較好。 (1)團(tuán)體干預(yù)對就業(yè)焦慮程度的影響 采用兩獨(dú)立樣本秩和檢驗(yàn)對就業(yè)焦慮進(jìn)行組間比較,結(jié)果顯示,干預(yù)后及干預(yù)后6個月,對照組的焦慮程度均高于干預(yù)組,但差別無統(tǒng)計(jì)學(xué)意義。 用多個相關(guān)樣本秩和檢驗(yàn)分別對兩組進(jìn)行檢驗(yàn),分析隨著時間變化,兩組就業(yè)焦慮程度的變化情況。結(jié)果顯示,干預(yù)組就業(yè)焦慮隨時間降低,對照組逐漸增高,但差別均無統(tǒng)計(jì)學(xué)意義。 (2)團(tuán)體干預(yù)對睡眠質(zhì)量的影響 采用兩獨(dú)立樣本秩和檢驗(yàn)對干預(yù)后及干預(yù)后6個月干預(yù)組和對照組的睡眠情況進(jìn)行比較。結(jié)果顯示,干預(yù)后及干預(yù)后6個月,干預(yù)組睡眠質(zhì)量都優(yōu)于對照組,但差別無統(tǒng)計(jì)學(xué)意義。 用多個相關(guān)樣本秩和檢驗(yàn)分別對兩組進(jìn)行檢驗(yàn),分析隨著時間變化,兩組睡眠質(zhì)量的變化情況。結(jié)果顯示,兩組總體睡眠質(zhì)量變化均不顯著。對照組中,睡眠持續(xù)性因子得分平均秩次隨時間持續(xù)升高,差異具有統(tǒng)計(jì)學(xué)意義,表示隨著畢業(yè)的臨近,對照組睡眠持續(xù)性逐漸變差,而干預(yù)組變化平穩(wěn)；對照組日間功能紊亂因子得分結(jié)果顯示,前測低于后測及遠(yuǎn)期測量,差異具有統(tǒng)計(jì)學(xué)意義,而干預(yù)組變化平穩(wěn)。相對于對照組,經(jīng)過干預(yù)的團(tuán)體成員在面臨就業(yè)壓力時,睡眠質(zhì)量仍然維持在一個穩(wěn)定狀態(tài)。 結(jié)論 1.本研究編制的大學(xué)生就業(yè)焦慮問卷具有較好的信度和效度,可以作為對大學(xué)生就業(yè)焦慮水平進(jìn)行評估的有效評價指標(biāo)。 2.大學(xué)生就業(yè)焦慮與睡眠質(zhì)量、應(yīng)對行為相關(guān)。 3.本次團(tuán)體干預(yù)能在一定程度上控制干預(yù)組大學(xué)生的就業(yè)焦慮程度,隨著時間的推移,團(tuán)體遠(yuǎn)期對就業(yè)焦慮的干預(yù)效果穩(wěn)定。 4.團(tuán)體對研究對象的睡眠質(zhì)量的干預(yù)是有效的。相對于對照組,經(jīng)過干預(yù)的團(tuán)體成員在面臨就業(yè)壓力時,睡眠質(zhì)量仍然維持在一個穩(wěn)定狀態(tài),尤其在日間功能方面較為明顯；隨著時間的推移,團(tuán)體對睡眠質(zhì)量的遠(yuǎn)期干預(yù)效果較穩(wěn)定。 5.對照組研究結(jié)果顯示,臨近畢業(yè),受到就業(yè)壓力的影響,大學(xué)生的身心健康有惡化的趨勢,導(dǎo)致其就業(yè)焦慮程度升高,睡眠質(zhì)量下降。 6.本次團(tuán)體干預(yù)簡便易行、可操作性強(qiáng),易于為絕大部分大學(xué)生所接受,具有一定的推廣和實(shí)踐價值。但是,此次團(tuán)體干預(yù)的仍存在許多的不足,需要對團(tuán)隊(duì)干預(yù)的時間、強(qiáng)度以及內(nèi)容等方面再做改進(jìn)。
[Abstract]:objective
Since the implementation of college enrollment, college students' employment pressure is becoming more and more serious, great employment pressure lead to college students' Employment anxiety have different degrees of psychological problems. How will the Employment anxiety adjusted to the appropriate state, the employment of college students play a positive role, is the current urgent, urgent social problems and carry out intervention. Study on the group level, the psychology, behavior, integration of health education and epidemiological knowledge, put forward the scientific intervention measures, it has great research value and research significance.
Stress and coping model (the Transactional Model of Stress and Coping, TMSC) is a group, the intervention model for assessment and intervention of science of actors, it can help actors more confident under pressure, a positive response, rather than avoid or deny, in order to find positive coping in order to achieve the strategy, in favor of their own, is conducive to social effect. This research is based on the TMSC model as the theoretical basis, group counseling as a form of intervention, of our school of preventive medicine and food hygiene of major students. Through the intervention of the Employment anxiety questionnaire before and after the intervention, Pittsburgh sleep quality questionnaire to investigate the assessment results. The intervention method to improve the situation of College Students Employment anxiety problems, short-term and long-term effect evaluation of the intervention program, to develop targeted effective for the College Students The intervention model of industry anxiety provides a reference basis.
research method
1. make a questionnaire on the Employment Anxiety of college students and test the validity and validity of the questionnaire
2. a baseline survey was carried out for the students of different grades and different majors in a university to obtain the baseline data of the Employment anxiety and related factors of the college students.
3. to establish a group psychological intervention program based on TMSC theory.
4. a group of students majoring in preventive medicine and food hygiene in our school was used as a pilot subject to carry out group psychological intervention on Employment anxiety and to evaluate the effect of intervention.
Result
1. college students' Employment anxiety questionnaire and the results of reliability and validity analysis
(1) according to the existing mental health assessment and literature survey results, the basic structure of Employment anxiety questionnaire and scale of the project. Through the pre survey, group discussion and expert consultation project, delete unqualified project, form contains 19 items of College Students' Employment Anxiety Questionnaire.
(2) by stratified random sampling to conduct a survey of 700 college students in our university, and in 20 days interval, combination of TCM and Western medicine 67 students were retested. Exploratory factor analysis showed that the questionnaire can be extracted 3 common factors, each item in the factor load values in the 0.574 to 0.835, a total of 67.052%. confirmatory factor analysis results of the questionnaire showed that College Students Employment Anxiety Questionnaire fit index (GFI) was 0.898, standard fit index (NFI) was 0.883, relative fit index (RFI) was 0.898, comparative fit index (CFI) was 0.898, the approximate RMS residual (RMSEA 0.094.) for internal consistency validity test results show that moderate correlation between various factors, the correlation coefficient is 0.568 ~ 0.753; and between the factors and the scores of high correlation, the correlation coefficient is 0.852-0.889. more than that of the structural validity of the questionnaire and structure The results of questionnaire reliability test showed that the internal consistency reliability of College Students' Employment anxiety questionnaire was 0.842 to 0.941, the split half reliability was 0.721-0.929, and the test-retest reliability was 0.539 to 0.701, all of which met the statistical requirements.
2. investigation and Analysis on Employment anxiety and related factors of College Students
(1) 700 students surveyed, 45.7% (320) of the students consider education or to go abroad; 47.4% (332) considered civil servants, institutions or state-owned enterprises employment: 23.6% (165) to the private sector; 10.9% (76) business (167); 23.9% had other ideas or plan. 700 college students in our school based on Employment anxiety questionnaire design, analysis results show that the Employment Anxiety of the average score was 41.6570 + 12.2684. on different background characteristics of individual difference test, analysis results show that female employment anxiety slightly higher than male Employment anxiety level, but the difference was not statistically significant (P=0.420) the economic situation worse; employment anxiety is higher, the difference was statistically significant (P=0.000); display of family residence results, place of residence in the urban and rural college students' Employment anxiety is larger, the difference was statistically significant (P=0.030); the The results of rank anxiety test for different grades of College Students' Employment anxiety showed that the average rank of Employment anxiety increased with the increase of grades, but this trend was not statistically significant (P=0.506).
(2) 700 graduate students, 109 people (15.6%). Poor sleep quality by non parametric test on College Students' sleep quality index scores of different gender, male average sleep quality is slightly higher than the female, but the difference was not statistically significant (P=0.615); students of different economic conditions, the results showed that the economic and Employment anxiety worse, worse sleep quality, the difference was statistically significant (P=0.000); correlation analysis showed that the Employment Anxiety Questionnaire score and PSQI score in this paper, the quality of the students positive employment anxiety and sleep related, the rank correlation coefficient was 0.350, statistically significant correlation (P=0.000).
(3) due to the Employment anxiety, 7.6% students from smoking and drinking; 20.9% are addicted to the Internet; 15.1% with a roommate or lover variation; 4.9% thought Dutch act; 6% had violence, 47.6% to ease the employment pressure through recreational activities. The relationship of the employment of college students anxiety and coping behavior, smoking and drinking, Internet addiction and worse, relationship with roommate or lovers of violence Dutch act, these negative coping behavior is more serious, the higher the degree of Employment anxiety.
3. based on TMSC theory as the theoretical basis of the group psychological intervention. A total of 6 weeks of group activities, once a week, 2 hours each time, group intervention activities by first, transition, understanding emotion and emotion processing, related problems, job interviews, career exploration, and the end of the retrospective theme.
4. group intervention experimental analysis results
According to informed consent and voluntary control, random grouping, harmless principle, the establishment of the intervention group (TMSC group) and control group (non intervention group). The results of data analysis showed that the intervention group and control group in age, gender, single child, family residence had no statistical difference between the two groups of College Students' Employment anxiety. The degree, there was no significant difference in sleep quality, good balance.
(1) the influence of group intervention on the degree of Employment Anxiety
Two independent sample rank sum test was used to compare Employment anxiety. The results showed that the anxiety level of the control group was higher than that of the intervention group after intervention and 6 months after intervention, but the difference was not statistically significant.
Using multiple correlation samples rank sum test, the two groups were tested, and the changes of Employment anxiety degree in two groups were analyzed with time. The results showed that the Employment anxiety in the intervention group decreased with time and the control group increased gradually, but the difference was not statistically significant.
(2) the effect of group intervention on the quality of sleep
The sleep status of the intervention group and the control group was compared by two independent sample rank sum test. The results showed that the sleep quality of the intervention group was better than that of the control group in 6 months after intervention and after 6 months intervention, but the difference was not statistically significant.
With a number of related samples rank sum test of two groups were tested, analyzed with the change of time, the changes of two groups of sleep quality. The results showed that two overall sleep quality changes were not significant. In the control group, sleep duration factor score mean rank increases with time increased, the difference was statistically significant. Said with graduation approaching, the control group sleep duration became worse, while the intervention group was stable; the control group results daytime dysfunction scores showed that the pretest posttest below and long-term measurement, the difference was statistically significant, while the intervention group changed smoothly. Compared with the control group, after the intervention group when facing the pressure of employment a member of the sleep quality is still in a stable state.
conclusion
1., the questionnaire of College Students' Employment anxiety has good reliability and validity, and can be used as an effective evaluation index for college students' Employment anxiety level.
2. college students' Employment anxiety is related to sleep quality and coping behavior.
3., this group intervention can control the degree of Employment Anxiety of the intervention group to some extent. As time goes on, the intervention effect of group long term on Employment anxiety is stable.
The 4. group on the study of the quality of sleep intervention is effective. Compared with the control group, after the intervention in the face of the employment pressure when members of the group, the sleep quality is still in a stable state, especially in the daytime function is more obvious; with the passage of time, the long-term effects of group on sleep quality was stable.
5., the results of the control group showed that, after graduation, influenced by employment pressure, the physical and mental health of college students has a worsening trend, resulting in an increase in their employment anxiety and a decrease in sleep quality.
6. of the group intervention is simple, strong operability, is easy to be accepted by the vast majority of college students, has a certain popularization and practical value. However, the intervention group there are still many shortcomings, the need for team intervention time, strength and other aspects to do to improve.

【學(xué)位授予單位】：南方醫(yī)科大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：B849;R395

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