【摘要】：目的：通過(guò)問(wèn)卷調(diào)查法、文獻(xiàn)資料查閱法、個(gè)別訪(fǎng)談法等多種方法,分析研究某校中專(zhuān)學(xué)生心理健康與一般自我效能感的相關(guān)性,為加強(qiáng)該校中專(zhuān)學(xué)生心理健康教育,提高一般自我效能感水平提出建議。 方法： 通過(guò)對(duì)某校中專(zhuān)學(xué)生進(jìn)行心理健康診斷測(cè)驗(yàn)(MHT)和一般自我效能感(GSES)問(wèn)卷調(diào)查,分析各人口學(xué)因素的組間差異；采用多元方差分析法,研究人口學(xué)因素對(duì)該校中專(zhuān)學(xué)生心理健康水平和一般自我效能感的交互作用；采用邏輯回歸分析的方法,探究影響該校中專(zhuān)學(xué)生心理健康水平的因素；分析該校中專(zhuān)學(xué)生心理健康水平和一般自我效能感的相關(guān)性。 結(jié)果： 某校中專(zhuān)學(xué)生心理健康問(wèn)題檢出率偏高,學(xué)習(xí)焦慮最為嚴(yán)重,63.3%的研究對(duì)象在學(xué)習(xí)焦慮方面存在比較明顯的心理問(wèn)題。一般自我效能感整體良好,63.3%的研究對(duì)象自信心較高。學(xué)生心理焦慮與一般自我效能感呈負(fù)相關(guān),相關(guān)系數(shù)達(dá)0.21397。對(duì)人焦慮、孤獨(dú)傾向、過(guò)敏傾向與一般自我效能感呈負(fù)相關(guān),相關(guān)系數(shù)分別達(dá)到0.11521、0.25589、0.15262；身體癥狀、恐怖傾向、沖動(dòng)傾向與一般自我效能感存在正相關(guān),相關(guān)系數(shù)分別達(dá)到0.31779、0.27635、0.12706；學(xué)習(xí)焦慮和自責(zé)傾向與一般自我效能感不存在相關(guān)性(p0.05)。 結(jié)論： 學(xué)校、家庭和社會(huì)應(yīng)共同構(gòu)建立體網(wǎng)絡(luò),加強(qiáng)對(duì)該校中專(zhuān)學(xué)生心理健康教育,并將其予以規(guī)范化與制度化,確保教育活動(dòng)的實(shí)效性。通過(guò)增加該校中專(zhuān)學(xué)生直接和間接經(jīng)驗(yàn)的獲得渠道,引導(dǎo)其正確歸因,提高學(xué)生的一般自我效能感水平。
[Abstract]:Objective: to study the correlation between mental health and general self-efficacy of secondary school students by means of questionnaire survey, literature review, individual interview and so on, in order to strengthen the mental health education of secondary school students. Make suggestions to improve general self-efficacy. Methods: the difference of demographic factors was analyzed by (MHT) and general self-efficacy (GSES) questionnaire. The interaction of demographic factors on mental health level and general self-efficacy of secondary school students was studied by means of multivariate variance analysis, and the factors influencing mental health level of secondary school students were explored by means of logical regression analysis. To analyze the correlation between mental health level and general self-efficacy of secondary school students. Results: the detection rate of mental health problems was high and learning anxiety was the most serious. 63.3% of the subjects had obvious psychological problems in learning anxiety. The general self-efficacy was good, and 63. 3% of the subjects had higher self-confidence. There was a negative correlation between psychological anxiety and general self-efficacy, and the correlation coefficient was 0. 21397. Anxiety, loneliness and allergy were negatively correlated with general self-efficacy, and the correlation coefficients were 0.11521 / 0.25589 / 0.15262, respectively. There was a positive correlation between physical symptoms, phobic tendencies, impulsive tendencies and general self-efficacy, with correlation coefficients of 0.31779 / 0.276350.12706, respectively. There was no correlation between learning anxiety and self-reproach tendency and general self-efficacy (p0.05). Conclusion: school, family and society should build a three-dimensional network together, strengthen the mental health education of secondary school students, standardize and institutionalize it to ensure the effectiveness of educational activities. By increasing the direct and indirect experience of secondary school students, to guide their correct attribution, to improve the students' general self-efficacy level.
【學(xué)位授予單位】：北京中醫(yī)藥大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類(lèi)號(hào)】：R395

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 李天莉;大學(xué)生情緒預(yù)測(cè)偏差影響因素及其與社會(huì)行為的實(shí)證研究[D];廣州大學(xué);2012年

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本文編號(hào)：2314060