指导性音乐想象技术对大学生就业焦虑的缓解作用研究
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摘要
目的:探究指导性音乐想象技术对大学生就业焦虑的作用,寻找缓解大学生就业焦虑的方法。方法:选取84名大学生被试,随机分为干预组和控制组,每组42人,对干预组进行共四次为期一个月的指导性音乐治疗,控制组处于常态。采用高校毕业生就业焦虑量表同时对两组被试进行实验前后施测。结果:实验前,干预组与控制组在高校毕业生就业焦虑量表中的得分均较高,且两组差异无统计学意义(p> 0.05);实验后,除了在缺乏就业支持维度上的得分没有显著差异外(p> 0.05),干预组在高校择业焦虑量表各维度上的得分均分别显著低于控制组的得分与实验前干预组本身的得分(p<0.01)。结论:指导性音乐想象技术对大学生就业焦虑具有缓解作用。
Aim:to explore the effect of instructional music imagination technology on college students' employment anxiety, and to find ways to alleviate college students' employment anxiety. Method: 84 college students were selected and randomly divided into intervention group and control group, 42 in each group. The intervention group was given four times of one-month guided music therapy, and the control group was in the normal state. The college graduates' employment anxiety scale was used to test the two groups of subjects before and after the experiment. Result: Before the experiment, the scores of the intervention group and the control group in the employment anxiety scale of college graduates were higher, and the difference between the two groups was not statistically significant(p>0.05). After the experiment, there was no significant difference in the scores on the dimension of lack of employment support(p > 0.05).The scores of the intervention group in each dimension of the college career anxiety scale were significantly lower than those of the control group and the intervention group before the experiment(p < 0.01). Conclusion: instructional music imagination technology can alleviate college students' employment anxiety.
Aim:to explore the effect of instructional music imagination technology on college students' employment anxiety, and to find ways to alleviate college students' employment anxiety. Method: 84 college students were selected and randomly divided into intervention group and control group, 42 in each group. The intervention group was given four times of one-month guided music therapy, and the control group was in the normal state. The college graduates' employment anxiety scale was used to test the two groups of subjects before and after the experiment. Result: Before the experiment, the scores of the intervention group and the control group in the employment anxiety scale of college graduates were higher, and the difference between the two groups was not statistically significant(p>0.05). After the experiment, there was no significant difference in the scores on the dimension of lack of employment support(p > 0.05).The scores of the intervention group in each dimension of the college career anxiety scale were significantly lower than those of the control group and the intervention group before the experiment(p < 0.01). Conclusion: instructional music imagination technology can alleviate college students' employment anxiety.
引文
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[10]马丽,王娟,余丽君.引导性音乐想象技术对减轻实习早期本科护生压力的效果分析[J].护理管理杂志,2010,10(2):120-122.
[11]张玉柱,陈中永.高校毕业生择业焦虑问卷的初步编制[J].中国心理卫生杂志,2006,20(8):555-557.
[2]蒋春雷.大学生就业焦虑现象分析[J].教育探索,2009(2):131-132.
[3]林瑞馨,林晶,郑晖阁.大学生择业焦虑研究现状[J].校园心理,2013(4):253-255.
[4]宁敏.高等教育大众化语境下大学生就业焦虑研究[J].河南师范大学学报(哲学社会科学版),2012,39(6):247-248.
[5]梁晓燕,梁栋青.大学生职业期望、应对方式和就业焦虑的关系研究[J].高教探索,2012(3):124-127.
[6]杨馨植,郭文静,杨宏飞.大学生的择业完美主义与就业压力、择业焦虑的关系[J].人类工效学,2014,20(2):15-19.
[7]高天.接受式音乐治疗方法[M].北京:中国轻工业出版社,2011:127-145.
[8]陈玉霞,张绍华,魏楚珊,等.指导性音乐想象缓解高三学生考试焦虑效果分析[J].中国学校卫生,2012,33(12):1488-1489.
[9]解鸿雁,王健英.引导性音乐想象对大学生亚健康干预作用的实证研究[J].天津音乐学院学报(天籁),2012(3):112-116.
[10]马丽,王娟,余丽君.引导性音乐想象技术对减轻实习早期本科护生压力的效果分析[J].护理管理杂志,2010,10(2):120-122.
[11]张玉柱,陈中永.高校毕业生择业焦虑问卷的初步编制[J].中国心理卫生杂志,2006,20(8):555-557.