叙事取向团体辅导对高职大学生核心自我评价的干预
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摘要
目的:探讨叙事取向团体辅导对促进高职大学生核心自我评价发展的有效性。方法:将78名高职大学生分为对照组(39人)和实验组(39人),实验组进行2小时/次/周,共8次的叙事取向团体辅导,对照组只观察不干预,采用核心自我评价量表进行实验前后施测。结果:高职大学生核心自我评价无男女性别差异(t=0.561,P=0.786);干预前,实验组和对照组的核心自我评价无差异(t=0.258,P=0.798),干预后,实验组和对照组核心自我评价差异非常显著(t=2.722,P=0.010);实验组核心自我评价前后差异极其显著(t=3.725,P=0.001),对照组核心自我评价前后不存在差异(t=0.437,P=0.664)。结论:叙事取向团体辅导是促进高职大学生核心自我评价发展的有效途径之一。
Objective:To discuss the effectiveness of narrative group counseling on promoting the development of higher vocational college students' core self-evaluation.Methods:A total of 78 higher vocational college students were divided into a control group and a experiment group.The 39 students in the experiment group were arranged to attend eight weeks of narrative group counseling for 2hours a week while the control group(39students)only were observed without intervention.Finally,core self-evaluation scale was used to test before and after the experiment.Results:Higher vocational college students' core self-evaluation had no difference in sex;Before the intervention,the core self-evaluation was not different between experiment group and control group.However,after the intervention,the difference between experiment group and control group was significant(t=2.722,P<0.01).In the experiment group there was significant differences before and after the testing(t=3.725,P<0.001).For the control group before and after test,there was no difference.Conclusion:Narrative group counseling is one of the effective ways to promote the development of core self-evaluation of higher vocational college students.
Objective:To discuss the effectiveness of narrative group counseling on promoting the development of higher vocational college students' core self-evaluation.Methods:A total of 78 higher vocational college students were divided into a control group and a experiment group.The 39 students in the experiment group were arranged to attend eight weeks of narrative group counseling for 2hours a week while the control group(39students)only were observed without intervention.Finally,core self-evaluation scale was used to test before and after the experiment.Results:Higher vocational college students' core self-evaluation had no difference in sex;Before the intervention,the core self-evaluation was not different between experiment group and control group.However,after the intervention,the difference between experiment group and control group was significant(t=2.722,P<0.01).In the experiment group there was significant differences before and after the testing(t=3.725,P<0.001).For the control group before and after test,there was no difference.Conclusion:Narrative group counseling is one of the effective ways to promote the development of core self-evaluation of higher vocational college students.
引文
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[2]Judge T A,Locke E A,Durham C C.The dispositional causes of job satisfaction:A core evaluations approach[J].Research in Organizational Behavior,1997,19:151-188
[3]黎建斌,聂衍刚.核心自我评价研究的反思与展望[J].心理科学进展,2010,18(12):1848-1857
[4]李雪.核心自我评价对个体职业倦怠感的影响:组织承诺和工作满意度的中介作用[J].中国健康心理学杂志,2017,25(3):351-353
[5]杨晓峰,许思安,郑雪.大学生社会支持、核心自我评价与主观幸福感的关系研究[J].中国特殊教育,2009(12):83-89
[6]张翔,赵燕.师范专科生核心自我评价与心理健康状况的关系[J].中国学校卫生,2009,30(2):129-130
[7]李昌林,孙庆民.大学生核心自我评价与主观幸福感关系研究[J].社会心理科学,2007,12(15):49-51
[8]王眉眉,王丽.大学生核心自我评价、应对方式与社会适应的关系[J].中国健康心理学杂志,2013,21(5):774-775
[9]司徒巧敏.大学生学业压力对学业倦怠的影响核心自我评价的调节作用[J].中国健康心理学杂志,2014,22(5):758-760
[10]常文豪,刘燊,李娜.核心自我评价在社会支持影响创业型大学生职业延迟满足中的中介效应[J].中国健康心理学杂志,2016,24(10):1472-1477
[11]杨萍,徐颖,浦昆华.团体辅导改善大学生学业情绪、提升核心自我评价的效果[J].中国健康心理学杂志,2014,22(2):203-206
[12]陈红莉,叙事治疗在团体工作中的运用与思考[J].社会科学家,2011,1(25):114-116
[13]彭秀芳,杜峰,王超.叙事疗法在大学生团体心理辅导中的应用[J].心理教育,2011,4(565):47-49
[14]张英莉,张世彤.谈叙事治疗及其对高校心理咨询的启示[J].辽宁师专学报(社会科学版),2009,2(62):57-58
[15]赵君,李焰,李祚.叙事取向团体辅导对大学生自我认同的干预研究[J].心理科学,2012,25(3):730-734
[16]杜建政,张翔,赵燕.核心自我评价的结构验证及其量表修订[J].心理研究,2012,5(3):54-60
[17]赵兆,赵燕.心理治疗信件在叙事治疗中的应用(综述)[J].中国心理卫生杂志,2015,29(3):161-166