大学生应对方式与焦虑的关系及其训练研究
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摘要
应对是应激与心理适应之间重要的中介影响因素，面临类似的应激，采取的应对策略不同，则心理适应的水平不同。新时期，大学生面临的压力越来越大，了解大学生如何应对压力，并进行一定的训练干预，是非常有必要的。
该项研究首先通过调查研究，了解大学生应对方式的现状，不同年级和性别的大学生应对方式的特点，并分析不同的应对策略与焦虑水平之间的关系。然后根据调查研究的结果选出一部分大学生(共27人，男16，女11)，进行应对方式和应对技能训练。采用的训练方法主要是以认知重构为主的训练和生物反馈放松训练，训练历时2个月共12次，其中以认知重构为主的训练8次，生物反馈放松训练4次。研究结果表明：
(1) 大学生的应对方式总体上来说是比较积极的，但有随着年级的增高越来越消极的倾向，男生更加明显些。
(2) 大学生的应对方式显著地影响着焦虑水平，且不同的应对策略对焦虑的影响方向和程度不同。
(3) 以认知重构为主的应对方式和应对技能训练对改善大学生的应对方式和降低状态焦虑水平有一定的效果。
(4) 生物反馈放松训练对改善应对方式效果不明显，对缓解状态焦虑有一定的作用。
Coping was an important intervening variable between stress and mental adaptability. Facing with the same stress, the level of mental adaptability depended on the coping-style that had been used. In modern times, college students were confronting with more and more stresses. It was important that found out college students how to cope with stress, and carried out coping-style & coping-skills training.
At first the present study explored the current situation of college students' coping-style, coping-style's characteristic of different grade and different gender college students through investigation, and analyzed the relationship between coping-style and anxiety for college students. Then chose 27 college students (16boys, llgirls) as subjects, and carried out coping-style and coping-skills training. The method of coping-style and coping-skills training was cognitive reconstruction training and biofeedback training. The training continued for two months, and the training times were twelve. The results indicated as follows:
(1) College students' coping-style is active in common, but there is the tendency that with the rising of grade it
becomes more and more negative, especially in male students.
(2) Coping-style influences anxiety remarkably, and the degree of anxiety depends on different coping-strategies.
(3) Cognitive reconstruction training is efficient in improving coping-style and alleviating state-anxiety.
(4) The effect of Biofeedback training is not very distinct, but can alleviate state-anxiety slightly.
该项研究首先通过调查研究，了解大学生应对方式的现状，不同年级和性别的大学生应对方式的特点，并分析不同的应对策略与焦虑水平之间的关系。然后根据调查研究的结果选出一部分大学生(共27人，男16，女11)，进行应对方式和应对技能训练。采用的训练方法主要是以认知重构为主的训练和生物反馈放松训练，训练历时2个月共12次，其中以认知重构为主的训练8次，生物反馈放松训练4次。研究结果表明：
(1) 大学生的应对方式总体上来说是比较积极的，但有随着年级的增高越来越消极的倾向，男生更加明显些。
(2) 大学生的应对方式显著地影响着焦虑水平，且不同的应对策略对焦虑的影响方向和程度不同。
(3) 以认知重构为主的应对方式和应对技能训练对改善大学生的应对方式和降低状态焦虑水平有一定的效果。
(4) 生物反馈放松训练对改善应对方式效果不明显，对缓解状态焦虑有一定的作用。
Coping was an important intervening variable between stress and mental adaptability. Facing with the same stress, the level of mental adaptability depended on the coping-style that had been used. In modern times, college students were confronting with more and more stresses. It was important that found out college students how to cope with stress, and carried out coping-style & coping-skills training.
At first the present study explored the current situation of college students' coping-style, coping-style's characteristic of different grade and different gender college students through investigation, and analyzed the relationship between coping-style and anxiety for college students. Then chose 27 college students (16boys, llgirls) as subjects, and carried out coping-style and coping-skills training. The method of coping-style and coping-skills training was cognitive reconstruction training and biofeedback training. The training continued for two months, and the training times were twelve. The results indicated as follows:
(1) College students' coping-style is active in common, but there is the tendency that with the rising of grade it
becomes more and more negative, especially in male students.
(2) Coping-style influences anxiety remarkably, and the degree of anxiety depends on different coping-strategies.
(3) Cognitive reconstruction training is efficient in improving coping-style and alleviating state-anxiety.
(4) The effect of Biofeedback training is not very distinct, but can alleviate state-anxiety slightly.
引文
[1] [美]Phillip L.Rice．压力与健康(石林等译)[M]中国轻工业出版社 2000：56
[2] Edwards JR, Cooper CL. Research in stress, coping and health-Theoretical and methodological issues [J]. Psychological Medicine, 1998, 18
[3] Compas, B. E. Connor-Smith, J. K et al. Coping with stress during childhood and adolescence: problem, profess, and potential in theory and research. Psychological Bulletin, 2001, 127(1): 87-127
[4] Ramsey, S. A., Greenberg, J. S., & Hale, J. F. Evaluation of self-instructional program in stress management for college students. Health Education. 1989, 20, 8-13.
[5] Carter BD, et al Behavioral Health: Focus on Preventive Child Health Behavior. In Zeiner AR, Bendell RD, et al. (eds), Health Psychology: Treatment and Research Issues. New York, Plenum Press 1985, 8-19
[6] Lazarus, R. S., Folkman, S. Stress, appraisal, and coping. New York: Springer, 1984. 117, 141
[7] 李育辉 张建新 中学生人格特质、主观应激与应对风格之间的关系 心理学报 2004，36(1)：71-77
[8][38] Kowalski, Kathiann M.., Coping with Stress .Current Health Ⅱ,2000 27(1),3-6
[9] Compas, B. E. Connor-Smith, J. K et al. Coping with stress during childhood and adolescence: problem, progress, and potential in theory and research. Psychology Bulletin, 2001,127(1):87-127
[10] Mary E, Preitchard, and Daniel N. Mcintosh What Predicts Adjustment Among Law Students? A Longitudinal Panel Study. The Journal of Social Psychology, 2003, 143(6), 727-745
[11][13] Jean S. Phinney Kumiko Haas The Process of Coping Among Ethnic Minority First-Generation College Freshmen: A Narrative Approach. The Journal of Social Psychology, 2003, 143(6), 707-726
[12] Kobasa, S. Stressful life events, personality, and health: An inquiry into hardiness Journal of Personality and Social Psychology, 1979, 37, 1-11
[14] Ellen H, Zaleski, Christina Levey-Thers, and Kathleen M. Schiaflino Coping Mechanisms, Stress, Social support, and Health Problems in College Studepts. Applied Developmental Science. 1998, Vol. 2 No. 3, 127-137
[15] Foyle, Laura Wurtz The relationship between coping and depressed mood: The impact of coping strategy and situational control THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO Ph D. 1997 Thesis
[16] Ronald E. Smith. Generalization Effects in Coping Skills Training. Journal of Sports & Exercise Psychology. 1999, 21, 189-204
[17] RonaldJ. Prinz, Elaine A. Bledman, Jean E. Dumas An Evaluation of Peer Coping-Skills Training for Childhood Aggression. Journal of Clinical Child Psychology. 1994, 2, 193-203
[18] Grey, M. et al. Coping skills training for youth with diabetes mellitus has
long-lasting effects on metabolic control and quality of life. DiabetesCare, 1998,21(6):902-908
[19] Lochman, J. E., et al. Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children. Journal of Consulting and Clinical Psycholgy, 1993,671(6):1053-1058
[20][21] Walker, Robert; Frazier, Arvella., Wellness Perspectives, The Effect of Stress Management Educational Program on the Knowledge,Attitude,Behavior,and Stress Level of College Students, 1993 10(1)9-52
[22] Prinz, R. J.,et al. An evaluation of peer coping-skills training for childhood aggression. Journal of Clinical Child Psychology, 1994, 23: 193-203
[23] Mark A. Lumley and Kimberly M. Provenzamo, Stress Management Through Written Emotional Disclose Improves Academic Performance Among College Students With Physical Symptoms, Journal of Educational Psychology, 2003, Vol. 95, No. 3, 641-649
[24] 韦有华 汤盛庆 大学生应付活动的测验研究 心理学报 1997，29(1)
[25] 黄希庭等 中学生应对方式的初步研究．心理科学，2000，23(1)：1-5
[26] 梁宝勇 郭倩玉 关于应付的一些思考与实证研究Ⅲ．应对方式与人格 中国临床心理学杂志，2000：8(1)：7-9
[27] 陈红 黄希庭 A型人格、自我价值感对中学生不同情境应对方式的影响 心理科学 2001，24(3)
[28][39] 郑全全 中学生心理应激的初步研究 心理科学 2001，24(2)
[29][40] 张虹等 高中学生心理应激及其中介变量的研究 心理科学 1999，22(6)：508-511
[30] 黄希庭等 中学生应对方式的初步研究 心理科学 2000，23(1)：1-5
[31] 汪向东等 心理卫生评定量表手册(增定版)中国心理卫生杂志出版社 1999，12．109-115
[32] 陈树林等 中学生应对方式量表的初步编制 中国临床心理学杂志 2000，8(4)：211-214，237
[33] Chamberlain K, Zike S. The Mimor Events Apporach To Stress: Support For The Use Of Daily Hassles: British Journal of Psychology, 1990, 81: 469-481
[34] 韦有华 汤盛钦 几种主要的应激理论模型及评价 心理科学 1998，21(5)：441-444
[35] Grey, M. et al. Coping skills training for youth with diabetes mellitus has long-lasting effects on metabolic control and quality of life. Diabetes Care, 1998, 21(6): 902-908
[36] B·H坎特威茨，H·L罗迪格(Ⅲ)，D·G埃尔姆斯著 实验心理学——掌握心理学的研》(郭秀艳等译)[M]华东师范大学出版社 2001 1：622
[37] 梁执群 刘莉 大学生应对方式的研究 山西医科大学学报 1999，30(2)107-108
[41] 黄薛冰 张亚林 杨德森 中国道家认知疗法对大学生心理健康的预防干预 中国心理卫生杂志 2001，15(4)
[42] 李晓东 张炳松 成就目标、社会目标、自我效能及学习成绩与学业求助的关系 心理科学 2001，24(1)：54-58，95
[43] 韦有华 汤盛庆 大学生应付活动的测验研究 心理学报 1997 29(1)
[2] Edwards JR, Cooper CL. Research in stress, coping and health-Theoretical and methodological issues [J]. Psychological Medicine, 1998, 18
[3] Compas, B. E. Connor-Smith, J. K et al. Coping with stress during childhood and adolescence: problem, profess, and potential in theory and research. Psychological Bulletin, 2001, 127(1): 87-127
[4] Ramsey, S. A., Greenberg, J. S., & Hale, J. F. Evaluation of self-instructional program in stress management for college students. Health Education. 1989, 20, 8-13.
[5] Carter BD, et al Behavioral Health: Focus on Preventive Child Health Behavior. In Zeiner AR, Bendell RD, et al. (eds), Health Psychology: Treatment and Research Issues. New York, Plenum Press 1985, 8-19
[6] Lazarus, R. S., Folkman, S. Stress, appraisal, and coping. New York: Springer, 1984. 117, 141
[7] 李育辉 张建新 中学生人格特质、主观应激与应对风格之间的关系 心理学报 2004，36(1)：71-77
[8][38] Kowalski, Kathiann M.., Coping with Stress .Current Health Ⅱ,2000 27(1),3-6
[9] Compas, B. E. Connor-Smith, J. K et al. Coping with stress during childhood and adolescence: problem, progress, and potential in theory and research. Psychology Bulletin, 2001,127(1):87-127
[10] Mary E, Preitchard, and Daniel N. Mcintosh What Predicts Adjustment Among Law Students? A Longitudinal Panel Study. The Journal of Social Psychology, 2003, 143(6), 727-745
[11][13] Jean S. Phinney Kumiko Haas The Process of Coping Among Ethnic Minority First-Generation College Freshmen: A Narrative Approach. The Journal of Social Psychology, 2003, 143(6), 707-726
[12] Kobasa, S. Stressful life events, personality, and health: An inquiry into hardiness Journal of Personality and Social Psychology, 1979, 37, 1-11
[14] Ellen H, Zaleski, Christina Levey-Thers, and Kathleen M. Schiaflino Coping Mechanisms, Stress, Social support, and Health Problems in College Studepts. Applied Developmental Science. 1998, Vol. 2 No. 3, 127-137
[15] Foyle, Laura Wurtz The relationship between coping and depressed mood: The impact of coping strategy and situational control THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO Ph D. 1997 Thesis
[16] Ronald E. Smith. Generalization Effects in Coping Skills Training. Journal of Sports & Exercise Psychology. 1999, 21, 189-204
[17] RonaldJ. Prinz, Elaine A. Bledman, Jean E. Dumas An Evaluation of Peer Coping-Skills Training for Childhood Aggression. Journal of Clinical Child Psychology. 1994, 2, 193-203
[18] Grey, M. et al. Coping skills training for youth with diabetes mellitus has
long-lasting effects on metabolic control and quality of life. DiabetesCare, 1998,21(6):902-908
[19] Lochman, J. E., et al. Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children. Journal of Consulting and Clinical Psycholgy, 1993,671(6):1053-1058
[20][21] Walker, Robert; Frazier, Arvella., Wellness Perspectives, The Effect of Stress Management Educational Program on the Knowledge,Attitude,Behavior,and Stress Level of College Students, 1993 10(1)9-52
[22] Prinz, R. J.,et al. An evaluation of peer coping-skills training for childhood aggression. Journal of Clinical Child Psychology, 1994, 23: 193-203
[23] Mark A. Lumley and Kimberly M. Provenzamo, Stress Management Through Written Emotional Disclose Improves Academic Performance Among College Students With Physical Symptoms, Journal of Educational Psychology, 2003, Vol. 95, No. 3, 641-649
[24] 韦有华 汤盛庆 大学生应付活动的测验研究 心理学报 1997，29(1)
[25] 黄希庭等 中学生应对方式的初步研究．心理科学，2000，23(1)：1-5
[26] 梁宝勇 郭倩玉 关于应付的一些思考与实证研究Ⅲ．应对方式与人格 中国临床心理学杂志，2000：8(1)：7-9
[27] 陈红 黄希庭 A型人格、自我价值感对中学生不同情境应对方式的影响 心理科学 2001，24(3)
[28][39] 郑全全 中学生心理应激的初步研究 心理科学 2001，24(2)
[29][40] 张虹等 高中学生心理应激及其中介变量的研究 心理科学 1999，22(6)：508-511
[30] 黄希庭等 中学生应对方式的初步研究 心理科学 2000，23(1)：1-5
[31] 汪向东等 心理卫生评定量表手册(增定版)中国心理卫生杂志出版社 1999，12．109-115
[32] 陈树林等 中学生应对方式量表的初步编制 中国临床心理学杂志 2000，8(4)：211-214，237
[33] Chamberlain K, Zike S. The Mimor Events Apporach To Stress: Support For The Use Of Daily Hassles: British Journal of Psychology, 1990, 81: 469-481
[34] 韦有华 汤盛钦 几种主要的应激理论模型及评价 心理科学 1998，21(5)：441-444
[35] Grey, M. et al. Coping skills training for youth with diabetes mellitus has long-lasting effects on metabolic control and quality of life. Diabetes Care, 1998, 21(6): 902-908
[36] B·H坎特威茨，H·L罗迪格(Ⅲ)，D·G埃尔姆斯著 实验心理学——掌握心理学的研》(郭秀艳等译)[M]华东师范大学出版社 2001 1：622
[37] 梁执群 刘莉 大学生应对方式的研究 山西医科大学学报 1999，30(2)107-108
[41] 黄薛冰 张亚林 杨德森 中国道家认知疗法对大学生心理健康的预防干预 中国心理卫生杂志 2001，15(4)
[42] 李晓东 张炳松 成就目标、社会目标、自我效能及学习成绩与学业求助的关系 心理科学 2001，24(1)：54-58，95
[43] 韦有华 汤盛庆 大学生应付活动的测验研究 心理学报 1997 29(1)