成教生压力源、应对方式和心理健康的关系研究
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摘要
在学习相关文献的基础上,自我设计一份压力源问卷,利用已有应对方式问卷及心理健康问卷对苏州成教生的心理健康进行问卷调查,本研究之主要目的是:(1)探讨成教生常面对哪些压力源,(2)成教生采用哪些应对方式,以及他们的心理健康的状况。(3)了解成教生的压力源、应对方式及心理健康之间的关系。
论文的数据分析方法是以相关分析来了解哪一些变项之间具有相关存在,并且以逐步回归分析找出哪一些因素具有较大影响力或具有相对重要性。
根据研究结果,发现苏州成教生的主要压力源是工作因素、个人因素和学习因素。成教生在面对压力时主要采用的应对方式是解决问题、求助、退缩、幻想。成教生整体的心理健康程度不乐观,有一成左右的学生有轻度的心理困扰,有一小部的学生有重度的心理问题。整体来看,压力源和应对方式影响成教生的心理健康,心理健康的重要影响因素中大多直接来自压力源,而不合适的应对方式加重甚至造成心理问题。
Based on the previous literature review done in the field of psychology, the researcher designed questionnaires and conducted investigations among part-time adult students. The questionnaires are divided into three parts: students' sources of stress, their coping style and their mental health condition. The research aims at the following 3 aspects: (1) what stress the part-time adult students may face; (2) what coping style they adopt and how their mental health conditions will be; (3) what relationship among the above factors. The author claims that the data gathered in the research may contribute to the educational and counseling areas.
The data collected are analyzed by means of Correlations and Stepwise. Firstly Frequencies is used to examine the kind of stress that the part-time adult students face, their coping style and their mental health condition. Secondly, Correlations is adopted to find out the relationship of each variable. Thirdly, Stepwise is used to find out which variable is the most influential.
The research finds out the main stress sources of part-time adult students arise from work factors, individual factors and the learning factors. In coping with stress, most of the students use the techniques of solving problem, looking for help, indulging in fantasy, while some others prefer to keep out of way. And the overall mental health condition of the students is not good, about 10% of the respondents having mental distress. A few of them are prone to have mental problem. The amount of stress is determined by the sources of stress itself, andInappropriate coping style will reinforce even in turn causes poor mental health.
论文的数据分析方法是以相关分析来了解哪一些变项之间具有相关存在,并且以逐步回归分析找出哪一些因素具有较大影响力或具有相对重要性。
根据研究结果,发现苏州成教生的主要压力源是工作因素、个人因素和学习因素。成教生在面对压力时主要采用的应对方式是解决问题、求助、退缩、幻想。成教生整体的心理健康程度不乐观,有一成左右的学生有轻度的心理困扰,有一小部的学生有重度的心理问题。整体来看,压力源和应对方式影响成教生的心理健康,心理健康的重要影响因素中大多直接来自压力源,而不合适的应对方式加重甚至造成心理问题。
Based on the previous literature review done in the field of psychology, the researcher designed questionnaires and conducted investigations among part-time adult students. The questionnaires are divided into three parts: students' sources of stress, their coping style and their mental health condition. The research aims at the following 3 aspects: (1) what stress the part-time adult students may face; (2) what coping style they adopt and how their mental health conditions will be; (3) what relationship among the above factors. The author claims that the data gathered in the research may contribute to the educational and counseling areas.
The data collected are analyzed by means of Correlations and Stepwise. Firstly Frequencies is used to examine the kind of stress that the part-time adult students face, their coping style and their mental health condition. Secondly, Correlations is adopted to find out the relationship of each variable. Thirdly, Stepwise is used to find out which variable is the most influential.
The research finds out the main stress sources of part-time adult students arise from work factors, individual factors and the learning factors. In coping with stress, most of the students use the techniques of solving problem, looking for help, indulging in fantasy, while some others prefer to keep out of way. And the overall mental health condition of the students is not good, about 10% of the respondents having mental distress. A few of them are prone to have mental problem. The amount of stress is determined by the sources of stress itself, andInappropriate coping style will reinforce even in turn causes poor mental health.
引文
[1] Aires.Stress management:A multidimensional approach.International Journal of Psychology, 2000,35 :10-14
[2] Basch,Newman.Adolescent perceptions of stressful life Event.Health Education, 1978.引自:陈旭.中学生学业压力.应对策略及应对的心理机制研究.西南师范大学博士学位论文,2004:4-7
[3] Band, Weisz. How to feel better when it feel bad: Children's Perspectives on coping with everyday tress.Development Psychology, 1998,24:247-253
[4] Cheng.Cognitive and motivational processes underlying coping lexibility:A dual-process model.journal of personality and social psychology, 2003,84:425-438
[5] Compas,Connor-Smith,Saltzman,Thomsen, Wadsworth.Coping with stress during childhood and adolescence: Problems.progress,and potential in theory and research, Psychological Bulletin,2001, 127:87-127
[6] Douglas W Billings,Susan Folkman,Vlichael Acree,Judith Tedlie Lazarus. Psychological Stress and Coping Process.New York Mcgraw Hill book ,1966.引自:肖计划.应对与应对方式.中国心理卫生杂志,1992 ,4:181-183
[7] Frydenberg.Adolescent coping:Theoretical and researchper spectives. London and New York: Routiedge,1997:39-83
[8] Hans,Steiner,Sarah,Erickson,Nicole,Hernandez,Renee Pavelski. Coping Styles as Correlates of Health.High School Students-Journal of Adolescent Health,2002,30:326-335
[9] Lazarus.From Psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology,1993, 44:1-21
[10] Lazarus,Folkman.Stress:Appraisal and coping .New York:Springer, 1984.引自:俞磊.应对的理论、研究思路和应用.心理科学,1994, 2:169-174
[11] Lazarus.From Psychological stress to the emotions: A history of changing outlooks.Annual Review of Psychology, 1993,44:1-21
[12] Moskowi. Coping and Physical Health During Caregiving,The Role of Positiveand Negative Afflect.Journal of Personality and Social Psychology,2000,79:131-142
[13] Matsushima, Shiomi.Social self-efficacy and interpersonal stress in adolescence. Social Behavior and Personality,2003, 4:323-330
[14] R .C .essler.The Effects of Stressful Life Events on repress .Annual Revicw of psychology, 1997,48:191-211
[15]陈明琴.高中生应激生活事件、应对方式与焦虑的相互关系研究.贵州师范大学硕士学位论文,2006:12-34
[16]陈玉军.成教脱产学生心理状况的分析及教育对策.兰州交通大学学报,2004,4(2):144-147
[17]陈旭.中学生学业压力、应对策略及应对的心理机制研究.西南师范大学博士学位论文,2004:5-21
[18]陈旭.心理健康教育整合模式探析.教育研究,2002,264(1):71-75
[19]龚文霞.成教大学生心理健康问题的成因与对策.科技信息, 2007,36:13-16
[20]葛玲.成人教育大学生心理健康状况调查研究.中国健康教育,2003,4(19):180-181
[21]何贵蓉.护理本科生的压力源和心理健康的调查研究.护理研究,2005,3(19):487-489
[22]侯淑晶.军队医科大学学员应付方式特点及心理状况调查.中国心理卫生杂志,2004, 18:348-349
[23]黄希庭.中学生应对方式的初步研究.心理科学,2000,3(1):1-5
[24]黄艳苹.大学生应激源应对方式及其对心理健康的影响.中国心理卫生杂志,2005,7(19):448-449
[25]雷杰.我国大学生心理心理健康研究.哈尔滨工程大学硕士学位论文,2005:12-16
[26]廖文眺、吴素琴.试论加强成教学生心理健康教育的必要性.电大教学2000,6:44-46
[27]刘朝莹.应方式与中学生心理健康研究综述.赣南师范学院学报,2004,5:31-34
[28]刘春燕.师范大学生204名应激性生活事件和应付方式调查.中国学校卫生,2004, 25(1):42-43
[29]梁宝勇.应对研究的成果、问题与解决办法.心理学报,2002,34(6): 643-650
[30]梁军林.高中生的防御方式和应对方式与心理健康的相关性研究.中国心理卫生杂志,1999,4:146-147
[31]李海丽.农村高中生压力源、应对方式与心理健康的关系.山东师范大学硕士学位论文,2006:7-24
[32]楼玮群.高中生压力源和心理健康的研究.心理科学,2000,23(2):156-159
[33]孔德英.高师专科大学生压力应对方式与心理健康的研究.沧州师范专科学校学报,2006,12(4):68-69
[34]沈杰.教师问题行为及其对学生心理健康的影响的研究.浙江大学硕士学位论文,2003:20-26
[35]邵昕.有关压力研究综述.合作经济与科技,2007,3:316,37-38
[36]舒晓丽.大学毕业班学生就业压力源、应付方式与焦虑的关系研究.湖南师范大学硕士学位论文,2006:3-12
[37]陶俊梅.泸州市中学教师职业压力源研究.西南师范大学硕士学位论文,2006:47-55
[38]汤毅晖.管理人员压力源、控制感、应对方式及心理健康的关系研究.江西师范大学硕士学位论文,2004:31-34
[39]王道阳.大学生压力源的研究.高教研究,2004,6:46-48
[40]王福林.大学生主要压力类型及其对策研究.江苏技术师范学院学报,2003,1(9):67-70
[41]温忠麟.结构方程模型检验:拟合指数与卡方准则.心理学报,2004,36(2):186-192
[42]韦有华.几种主要的应激理论模型及其评价.心理科学,1998,21:441-444
[43]肖计划.87名青少年学生应付行为研究.中国心理卫生杂志,1995 ,9(3): 100-102
[44]肖计划等.青少年学生的应付方式与精神健康水平的相关研究.中国临床心理学杂志,1996, 4(1):53-55
[45]肖计划.应对方式问卷.心理卫生评定量表手朋,1999:109一115
[46]谢琴.大学生应付方式的校别、性别及焦虑水平差异的研究.广州体育学院学报,2004,24(1):49-51
[47]徐强.成人教育医学生心理健康状况的调查分析.中国健康心理学杂志,2008,1(16):24-25
[48]俞磊.应付的理论、研究思路和应用.心理科学,1994,17(3):169-174
[49]于肖楠.心理应激理论透视及教育应用.现代教育科学,2002,8:34-42
[50]叶一舵.应对及应对方式研究综述.心理科学,2002,6:755-756
[51]张建卫.大学生压力与应付方式特点的实证研究.北京理工大学学报,2003,51:7-11
[52]张林.大学生心理压力应付方式特点的研究.心理科学,2005, 28(1):36-41
[53]张磊.大学生压力源结构模型的验证性因素分析.中国体育科技,2006,6(6):48-52
[54]张碧月.澳门初中生之压力来源、因应行为与身心健康之关系研究.华南师范大学硕士学位论文,2002:45-49
[55]郑林科.成教学生的心理压力和心理障碍分析.西安石油大学学报,2004,1(4):51-56
[56]祝淑媛.当代大学生压力源及消除办法的探究.安徽农业大学学报,2002,2(10):55-57
[57]张建卫,大学生压力与应对方式特点的实证研究,北京理工大学学报,2003,1(5):7-11
[2] Basch,Newman.Adolescent perceptions of stressful life Event.Health Education, 1978.引自:陈旭.中学生学业压力.应对策略及应对的心理机制研究.西南师范大学博士学位论文,2004:4-7
[3] Band, Weisz. How to feel better when it feel bad: Children's Perspectives on coping with everyday tress.Development Psychology, 1998,24:247-253
[4] Cheng.Cognitive and motivational processes underlying coping lexibility:A dual-process model.journal of personality and social psychology, 2003,84:425-438
[5] Compas,Connor-Smith,Saltzman,Thomsen, Wadsworth.Coping with stress during childhood and adolescence: Problems.progress,and potential in theory and research, Psychological Bulletin,2001, 127:87-127
[6] Douglas W Billings,Susan Folkman,Vlichael Acree,Judith Tedlie Lazarus. Psychological Stress and Coping Process.New York Mcgraw Hill book ,1966.引自:肖计划.应对与应对方式.中国心理卫生杂志,1992 ,4:181-183
[7] Frydenberg.Adolescent coping:Theoretical and researchper spectives. London and New York: Routiedge,1997:39-83
[8] Hans,Steiner,Sarah,Erickson,Nicole,Hernandez,Renee Pavelski. Coping Styles as Correlates of Health.High School Students-Journal of Adolescent Health,2002,30:326-335
[9] Lazarus.From Psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology,1993, 44:1-21
[10] Lazarus,Folkman.Stress:Appraisal and coping .New York:Springer, 1984.引自:俞磊.应对的理论、研究思路和应用.心理科学,1994, 2:169-174
[11] Lazarus.From Psychological stress to the emotions: A history of changing outlooks.Annual Review of Psychology, 1993,44:1-21
[12] Moskowi. Coping and Physical Health During Caregiving,The Role of Positiveand Negative Afflect.Journal of Personality and Social Psychology,2000,79:131-142
[13] Matsushima, Shiomi.Social self-efficacy and interpersonal stress in adolescence. Social Behavior and Personality,2003, 4:323-330
[14] R .C .essler.The Effects of Stressful Life Events on repress .Annual Revicw of psychology, 1997,48:191-211
[15]陈明琴.高中生应激生活事件、应对方式与焦虑的相互关系研究.贵州师范大学硕士学位论文,2006:12-34
[16]陈玉军.成教脱产学生心理状况的分析及教育对策.兰州交通大学学报,2004,4(2):144-147
[17]陈旭.中学生学业压力、应对策略及应对的心理机制研究.西南师范大学博士学位论文,2004:5-21
[18]陈旭.心理健康教育整合模式探析.教育研究,2002,264(1):71-75
[19]龚文霞.成教大学生心理健康问题的成因与对策.科技信息, 2007,36:13-16
[20]葛玲.成人教育大学生心理健康状况调查研究.中国健康教育,2003,4(19):180-181
[21]何贵蓉.护理本科生的压力源和心理健康的调查研究.护理研究,2005,3(19):487-489
[22]侯淑晶.军队医科大学学员应付方式特点及心理状况调查.中国心理卫生杂志,2004, 18:348-349
[23]黄希庭.中学生应对方式的初步研究.心理科学,2000,3(1):1-5
[24]黄艳苹.大学生应激源应对方式及其对心理健康的影响.中国心理卫生杂志,2005,7(19):448-449
[25]雷杰.我国大学生心理心理健康研究.哈尔滨工程大学硕士学位论文,2005:12-16
[26]廖文眺、吴素琴.试论加强成教学生心理健康教育的必要性.电大教学2000,6:44-46
[27]刘朝莹.应方式与中学生心理健康研究综述.赣南师范学院学报,2004,5:31-34
[28]刘春燕.师范大学生204名应激性生活事件和应付方式调查.中国学校卫生,2004, 25(1):42-43
[29]梁宝勇.应对研究的成果、问题与解决办法.心理学报,2002,34(6): 643-650
[30]梁军林.高中生的防御方式和应对方式与心理健康的相关性研究.中国心理卫生杂志,1999,4:146-147
[31]李海丽.农村高中生压力源、应对方式与心理健康的关系.山东师范大学硕士学位论文,2006:7-24
[32]楼玮群.高中生压力源和心理健康的研究.心理科学,2000,23(2):156-159
[33]孔德英.高师专科大学生压力应对方式与心理健康的研究.沧州师范专科学校学报,2006,12(4):68-69
[34]沈杰.教师问题行为及其对学生心理健康的影响的研究.浙江大学硕士学位论文,2003:20-26
[35]邵昕.有关压力研究综述.合作经济与科技,2007,3:316,37-38
[36]舒晓丽.大学毕业班学生就业压力源、应付方式与焦虑的关系研究.湖南师范大学硕士学位论文,2006:3-12
[37]陶俊梅.泸州市中学教师职业压力源研究.西南师范大学硕士学位论文,2006:47-55
[38]汤毅晖.管理人员压力源、控制感、应对方式及心理健康的关系研究.江西师范大学硕士学位论文,2004:31-34
[39]王道阳.大学生压力源的研究.高教研究,2004,6:46-48
[40]王福林.大学生主要压力类型及其对策研究.江苏技术师范学院学报,2003,1(9):67-70
[41]温忠麟.结构方程模型检验:拟合指数与卡方准则.心理学报,2004,36(2):186-192
[42]韦有华.几种主要的应激理论模型及其评价.心理科学,1998,21:441-444
[43]肖计划.87名青少年学生应付行为研究.中国心理卫生杂志,1995 ,9(3): 100-102
[44]肖计划等.青少年学生的应付方式与精神健康水平的相关研究.中国临床心理学杂志,1996, 4(1):53-55
[45]肖计划.应对方式问卷.心理卫生评定量表手朋,1999:109一115
[46]谢琴.大学生应付方式的校别、性别及焦虑水平差异的研究.广州体育学院学报,2004,24(1):49-51
[47]徐强.成人教育医学生心理健康状况的调查分析.中国健康心理学杂志,2008,1(16):24-25
[48]俞磊.应付的理论、研究思路和应用.心理科学,1994,17(3):169-174
[49]于肖楠.心理应激理论透视及教育应用.现代教育科学,2002,8:34-42
[50]叶一舵.应对及应对方式研究综述.心理科学,2002,6:755-756
[51]张建卫.大学生压力与应付方式特点的实证研究.北京理工大学学报,2003,51:7-11
[52]张林.大学生心理压力应付方式特点的研究.心理科学,2005, 28(1):36-41
[53]张磊.大学生压力源结构模型的验证性因素分析.中国体育科技,2006,6(6):48-52
[54]张碧月.澳门初中生之压力来源、因应行为与身心健康之关系研究.华南师范大学硕士学位论文,2002:45-49
[55]郑林科.成教学生的心理压力和心理障碍分析.西安石油大学学报,2004,1(4):51-56
[56]祝淑媛.当代大学生压力源及消除办法的探究.安徽农业大学学报,2002,2(10):55-57
[57]张建卫,大学生压力与应对方式特点的实证研究,北京理工大学学报,2003,1(5):7-11