青少年学生心理资本结构、特点、相关因素及团体干预研究
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摘要
心理资本是个体在成长和发展过程中表现出来的一种有助于提高个体行为绩效的积极心理力量。本研究在大量文献综述的基础上,对学校情境中的青少年学生心理资本进行了操作性定义,并按照心理测量学的标准与程序编制了适用于青少年学生的心理资本测量问卷。为了解青少年学生心理资本发展的特点,青少年学生心理资本与青少年生活事件的关系,以及青少年学生心理资本与心理健康的关系,本研究对七所学校的1819名青少年学生施测了青少年学生心理资本问卷(PCQAS)、简易应对方式问卷(SCSQ)、症状自评量表(SCL-90)和青少年生活事件量表(ASLEC)。为开发出一套能有效提高青少年学生心理资本水平的团体干预方案,本研究还进行了大学生心理资本团体干预的实验研究。通过对研究结果的分析,本研究得出以下结论：
(1)理论分析和实证研究的结果表明,青少年学生心理资本的结构包含希望、乐观、自信和韧性4个维度。
(2)自编青少年学生心理资本问卷具有较高的信度和效度,可以作为了解和研究青少年学生心理资本的有效测评工具。
(3)总体来说,青少年学生的心理资本水平较高。1819名青少年学生在青少年学生心理资本问卷上的总均分为91.2248分,高于该问卷总分分布的中间值77分。
(4)在学段发展特点方面,随着学段的升高,青少年学生的心理资本水平不断提高。在年级发展特点方面,从初一到高二,青少年学生的心理资本水平处于缓慢发展阶段；进入高三后,其心理资本水平跌入青少年时期的最低谷；到大一时,又迅速回升,发展到青少年时期的最高峰：进入大三后,其心理资本水平逐渐趋于稳定。
(5)青少年学生的心理资本水平在家庭住址、社团成员、学生干部、获奖、学校类别和政治面貌等变量上存在显著差异；但在性别、独生子女和专业等变量上的差异不显著。
(6)在控制了人口学变量影响的情况下,青少年生活事件中的人际关系因子、学习压力因子和其他因子等三个因子对青少年学生的心理资本水平具有显著的负向预测作用,而健康适应因子、丧失因子和受惩罚因子等三个因子对青少年学生心理资本水平的预测力则不显著。
(7)在控制了人口学变量影响的情况下,青少年学生心理资本的四个维度对其心理健康状况均具有显著的预测作用。进一步的研究发现,乐观和韧性两个维度对青少年学生心理健康状况的预测作用是直接产生的,而希望和自信两个维度对青少年学生心理健康状况的预测作用则是通过应对方式的中介作用而产生的,这种中介作用主要是通过减少个体运用消极应对方式的方法来降低其心理症状,以提高其心理健康水平。
(8)青少年学生心理资本团体干预活动对于提高青少年学生的心理资本水平具有明显的促进作用；心理资本水平的提高对于增进个体的心理健康水平也具有明显的促进作用。
Psychological capital is a kind of positive psychological power which helps to improve the performance in the process of personal growth and development. On the basis of a great deal of literature review, the operational definition of adolencent students' psychological capital under school situation is defined in this study, and the Psychological Capital Questionnaire for Adolescent Students is developed according to the standard and program of psychometrics. In order to probe into the developing features of the adolescent students'psychological capital, the relation between adolescent life events and the psychological capital, the relation between the adolencent students'psychological capital and mental health,1819adolencent students from seven schools as subjects are investigated by four questionnaires, that is, PCQAS, SCSQ, SCL-90and ASLEC. To develop a set of plan that can effectively enhance the adolencent students'psychological capital, an experimental goup intervention to psychological capital for the college students is carried out in this research. By investigating and analyzing the outcome of the research, the results are as follows:
(1) The results of the theoretical analysis and empirical study indicate that the adolescent students'psychological capital contains four sub-factors, that is, hope, optimism, self-confidence and resilience.
(2) The self-designed Psychological Capital Questionnaire for Adolescent Students is of good reliability and validity, which could be used as an effective assessment tool for understanging and studying the adolescent students'psychological capital.
(3) On the whole, the level of the adolescent students'psychological capital is high. The whole average score of1819adolescent students in the Psychological Capital Questionnaire for Adolescent Students is91.2248, much higher than the median value77.
(4) On the hand of developmental features in learning stage, the level of the adolescent students'psychological capital increases as the rising of learning stage. On the hand of developmental features in grade, the level of the adolescent students' psychological capital is in slow developing from Junior Middle School Grade1to Senior Middle School Grade2. It falls suddenly into the lowest during the adolescent stage in Senior Middle School Grade3, rises quickly up to to the peak of the adolescent stage in the first year of university, and gradually keeps stable after the third year of university.
(5) There is significant difference among the level of the adolescent students' psychological capital in the variables of Home Address, Club Member, Student Cadre, Awards, School Type and Political Identity. But there is no significant difference in the variables of Sex, Only Children and Major.
(6) By controlling the influence of the demographic variables, the three sub-factors of ASLEC, Interpersonal Relationship, Learning Pressure and Others, can be the significant negative predicators for the level of the adolescent students'psychological capital, while the other three sub-factors, Health Adaption, Loss and the Punishedment, lack of significant predictive power to the level of the adolescent students'psychological capital.
(7) By controlling the influence of the demographic variables, the four sub-factors of PCQAS can all be the significant predicators for the psychological health. Further research shows that the two sub-factors, optimism and resilience, play the role of predicator to the psychological health directly, while the other two sub-factors, hope and self-confidence, play the role of predicator to the psychological symptoms by the mediating variable, coping style. The mediating effect plays by reducing the negative coping style. As the psychological symptoms are decreased, the mental health is improved.
(8) The group intervention to the adolescent students'psychological capital could obviously promote the level of the psychological capital. At the same time, the improvement of the psychological capital can also distinctly enhance the mental health.
(1)理论分析和实证研究的结果表明,青少年学生心理资本的结构包含希望、乐观、自信和韧性4个维度。
(2)自编青少年学生心理资本问卷具有较高的信度和效度,可以作为了解和研究青少年学生心理资本的有效测评工具。
(3)总体来说,青少年学生的心理资本水平较高。1819名青少年学生在青少年学生心理资本问卷上的总均分为91.2248分,高于该问卷总分分布的中间值77分。
(4)在学段发展特点方面,随着学段的升高,青少年学生的心理资本水平不断提高。在年级发展特点方面,从初一到高二,青少年学生的心理资本水平处于缓慢发展阶段；进入高三后,其心理资本水平跌入青少年时期的最低谷；到大一时,又迅速回升,发展到青少年时期的最高峰：进入大三后,其心理资本水平逐渐趋于稳定。
(5)青少年学生的心理资本水平在家庭住址、社团成员、学生干部、获奖、学校类别和政治面貌等变量上存在显著差异；但在性别、独生子女和专业等变量上的差异不显著。
(6)在控制了人口学变量影响的情况下,青少年生活事件中的人际关系因子、学习压力因子和其他因子等三个因子对青少年学生的心理资本水平具有显著的负向预测作用,而健康适应因子、丧失因子和受惩罚因子等三个因子对青少年学生心理资本水平的预测力则不显著。
(7)在控制了人口学变量影响的情况下,青少年学生心理资本的四个维度对其心理健康状况均具有显著的预测作用。进一步的研究发现,乐观和韧性两个维度对青少年学生心理健康状况的预测作用是直接产生的,而希望和自信两个维度对青少年学生心理健康状况的预测作用则是通过应对方式的中介作用而产生的,这种中介作用主要是通过减少个体运用消极应对方式的方法来降低其心理症状,以提高其心理健康水平。
(8)青少年学生心理资本团体干预活动对于提高青少年学生的心理资本水平具有明显的促进作用；心理资本水平的提高对于增进个体的心理健康水平也具有明显的促进作用。
Psychological capital is a kind of positive psychological power which helps to improve the performance in the process of personal growth and development. On the basis of a great deal of literature review, the operational definition of adolencent students' psychological capital under school situation is defined in this study, and the Psychological Capital Questionnaire for Adolescent Students is developed according to the standard and program of psychometrics. In order to probe into the developing features of the adolescent students'psychological capital, the relation between adolescent life events and the psychological capital, the relation between the adolencent students'psychological capital and mental health,1819adolencent students from seven schools as subjects are investigated by four questionnaires, that is, PCQAS, SCSQ, SCL-90and ASLEC. To develop a set of plan that can effectively enhance the adolencent students'psychological capital, an experimental goup intervention to psychological capital for the college students is carried out in this research. By investigating and analyzing the outcome of the research, the results are as follows:
(1) The results of the theoretical analysis and empirical study indicate that the adolescent students'psychological capital contains four sub-factors, that is, hope, optimism, self-confidence and resilience.
(2) The self-designed Psychological Capital Questionnaire for Adolescent Students is of good reliability and validity, which could be used as an effective assessment tool for understanging and studying the adolescent students'psychological capital.
(3) On the whole, the level of the adolescent students'psychological capital is high. The whole average score of1819adolescent students in the Psychological Capital Questionnaire for Adolescent Students is91.2248, much higher than the median value77.
(4) On the hand of developmental features in learning stage, the level of the adolescent students'psychological capital increases as the rising of learning stage. On the hand of developmental features in grade, the level of the adolescent students' psychological capital is in slow developing from Junior Middle School Grade1to Senior Middle School Grade2. It falls suddenly into the lowest during the adolescent stage in Senior Middle School Grade3, rises quickly up to to the peak of the adolescent stage in the first year of university, and gradually keeps stable after the third year of university.
(5) There is significant difference among the level of the adolescent students' psychological capital in the variables of Home Address, Club Member, Student Cadre, Awards, School Type and Political Identity. But there is no significant difference in the variables of Sex, Only Children and Major.
(6) By controlling the influence of the demographic variables, the three sub-factors of ASLEC, Interpersonal Relationship, Learning Pressure and Others, can be the significant negative predicators for the level of the adolescent students'psychological capital, while the other three sub-factors, Health Adaption, Loss and the Punishedment, lack of significant predictive power to the level of the adolescent students'psychological capital.
(7) By controlling the influence of the demographic variables, the four sub-factors of PCQAS can all be the significant predicators for the psychological health. Further research shows that the two sub-factors, optimism and resilience, play the role of predicator to the psychological health directly, while the other two sub-factors, hope and self-confidence, play the role of predicator to the psychological symptoms by the mediating variable, coping style. The mediating effect plays by reducing the negative coping style. As the psychological symptoms are decreased, the mental health is improved.
(8) The group intervention to the adolescent students'psychological capital could obviously promote the level of the psychological capital. At the same time, the improvement of the psychological capital can also distinctly enhance the mental health.
引文
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