大学生问题性移动社交网络使用干预及效果评估
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摘要
目的探讨心理健康教育课对大学生问题性移动社交网络使用行为的干预效果,为高校心理健康教育工作提供依据。方法以内蒙古民族大学的学生为研究对象,使用问题性移动社交网络使用行为筛查问卷筛选出实验组与控制组大学生各44名,采用前后测实验设计,对实验组实施心理干预,每周1次,共8周;对照组不接受任何处理。采用孤独感问卷(Loneliness Scale,Univesity of California of Los Angels,UCLA)、多维状态无聊量表(Multidimensional State BoredonScale,MSBS)、交往焦虑量表(Interaction Anxiousness Scale,IAS)、问题性移动社交网络使用行为评估问卷和问题性移动社交网络使用行为筛查问卷进行效果评价。结果干预前实验组、对照组孤独感问卷、多维状态无聊量表、交往焦虑量表、行为评估问卷得分差异均无统计学意义。实验组干预后问题性移动社交网络使用行为检出率由100.0%下降到45.8%;实验组干预前后孤独感问卷、多维状态无聊量表、交往焦虑量表、行为评估问卷得分差异均有统计学意义(P值均<0.05);实验组与对照组后测时孤独感问卷、多维状态无聊量表、交往焦虑量表、行为评估问卷得分差异均有统计学意义(P值均<0.05)。结论心理健康教育课对大学生问题性移动社交网络使用具有较好的干预效果,能有效改善大学生问题性移动社交网络使用行为,降低负性情绪的影响。
Objective To explore the effect of mental health education on the problematic social media use among college students, and to provide the basis for college mental health education in colleges and universities.Methods Problematic Social Media Use was used to select 44 college students who were randomly assigned into experimental and control group.The experimental group received psychological intervention once a week for eight weeks, and the control group did not receive any intervention.Loneliness Scale,Univesity of California of Los Angels(UCLA), Multidimensional State Boredom Scale(MSBS), Interpersonal Anxiety Scale(IAS) were administered before and after the experiment in both of the groups.Results There was no significant differences between the experimental and the control group in total score of UCLA, MSBS, IAS and AQPMS.After intervention, prevalence of problematic mobile social media use in experimental group decreased from 100.0% to 45.8%.After intervention, significant differences in total score of UCLA, MSBS, IAS and AQPMS were observed in experimental group(P<0.05), as well as between the experimental group and the control group(P<0.05).Conclusion Mental health education can effectively reduce problematic mobile social media use, as well as negative emotions of college students.
Objective To explore the effect of mental health education on the problematic social media use among college students, and to provide the basis for college mental health education in colleges and universities.Methods Problematic Social Media Use was used to select 44 college students who were randomly assigned into experimental and control group.The experimental group received psychological intervention once a week for eight weeks, and the control group did not receive any intervention.Loneliness Scale,Univesity of California of Los Angels(UCLA), Multidimensional State Boredom Scale(MSBS), Interpersonal Anxiety Scale(IAS) were administered before and after the experiment in both of the groups.Results There was no significant differences between the experimental and the control group in total score of UCLA, MSBS, IAS and AQPMS.After intervention, prevalence of problematic mobile social media use in experimental group decreased from 100.0% to 45.8%.After intervention, significant differences in total score of UCLA, MSBS, IAS and AQPMS were observed in experimental group(P<0.05), as well as between the experimental group and the control group(P<0.05).Conclusion Mental health education can effectively reduce problematic mobile social media use, as well as negative emotions of college students.
引文
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[11]彭纯子,龚耀先,朱熊兆.交往焦虑量表的信效度及其在中国大学生中的适用性[J].中国心理卫生杂志,2004,18(1):39-41.
[12]牛露颖,黄海,郭兰.大学生主观幸福感与冲动性对手机依赖的影响及其交互作用[J].中国学校卫生,2018,39(8):1259-1261.
[13]LOU L L,YAN Z,NICKERSON,et al.An examination of the reciprocal relationship of loneliness and Facebook use among first year college students[J].J Educ Comput Res,2012,46(1):105-117.
[14]MASUR P K,REINECKE L,ZIEGELE M,et al.The interplay of intrinsic need satisfaction and Facebook specific motives in explaining addictive behavior on Facebook[J].Comp Hum Behav,2014,39(C):376-386.
[15]LEE Y K,CHANG C T,LIN Y,et al.The dark side of smartphone usage:psychological traits,compulsive behavior and technostress[J].Comp Hum Behav,2014,31(31):373-383.
[2]姜永志,白晓丽,阿拉坦巴根,等.青少年问题性社交网络使用[J].心理科学进展,2016,24(9):1435-1447.
[3]BILLIEUX J,MAURAGE P,LOPEZ-FERNANDEZ,et al.Can disordered mobile phone use be considered a behavioral addiction?An update on current evidence and a comprehensive model for future research[J].Curr Addict Rep,2015,2(2):156-162.
[4]张晓旭,朱海雪.正念认知疗法对手机依赖大学生的干预效果[J].心理与行为研究,2014,12(3):391-394.
[5]冀嘉嘉,吴燕,田学红.大学生手机依赖和学业拖延、主观幸福感的关系[J].杭州师范大学学报(自然科学版),2014,13(5):482-487.
[6]葛仁锴,钟小妹,陈荣.运动干预对大学生手机依赖影响的研究[J].现代预防医学,2015,42(21):3919-3921.
[7]姜永志.青少年问题性移动社交媒体使用评估问卷编制[J].心理技术与应用,2018,6(10):613-621.
[8]姜永志.青少年问题性移动社交网络使用行为研究[D].呼和浩特:内蒙古师范大学,2018.
[9]汪向东,王希林,马弘.心理卫生评定量表手册:增订版[M].北京:中国心理卫生杂志社,1999.
[10]刘勇,陈健芷,姜梦,等.多维状态无聊量表中文版在中国大学生中的应用[J].中国临床心理学杂志,2013,21(4):540,558-561.
[11]彭纯子,龚耀先,朱熊兆.交往焦虑量表的信效度及其在中国大学生中的适用性[J].中国心理卫生杂志,2004,18(1):39-41.
[12]牛露颖,黄海,郭兰.大学生主观幸福感与冲动性对手机依赖的影响及其交互作用[J].中国学校卫生,2018,39(8):1259-1261.
[13]LOU L L,YAN Z,NICKERSON,et al.An examination of the reciprocal relationship of loneliness and Facebook use among first year college students[J].J Educ Comput Res,2012,46(1):105-117.
[14]MASUR P K,REINECKE L,ZIEGELE M,et al.The interplay of intrinsic need satisfaction and Facebook specific motives in explaining addictive behavior on Facebook[J].Comp Hum Behav,2014,39(C):376-386.
[15]LEE Y K,CHANG C T,LIN Y,et al.The dark side of smartphone usage:psychological traits,compulsive behavior and technostress[J].Comp Hum Behav,2014,31(31):373-383.