高三学生考试焦虑与家庭亲密度和适应性的研究
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摘要
目的探讨高三学生考试焦虑状况及与家庭亲密度和适应性之间的关系。方法采用整群抽样方法抽取合肥市3所高级中学中参加2013年高考的应届高三学生334人,应用状态-特质焦虑问卷(STAI)、症状自评量表(SCL-90)、家庭亲密度和适应性量表中文版(FACESⅡ-CV)进行调查。结果是否是独生子女以及不同性别之间在焦虑状态、焦虑特质、亲密度及适应性评分差异均无统计学意义(P>0.05);亲密度和躯体化、强迫、焦虑状态和焦虑特质呈负相关(r=-0.314~-0.143,P<0.01);适应性和焦虑状态、焦虑特质呈负相关(r=-0.265~-0.214,P<0.01)。结论良好的家庭亲密度和适应性有利于减轻高三学生的考试焦虑。
Objective To study the relationship between anxiety and family cohesion,family adaptability of senior middle students attending the entrance examination for college. Methods 334 senior middle students affending the entrance examination of college of three high schools in Anhui were chosen by cluster sampling method. They were inuestigated with STAI,SCL- 90 and FACESⅡ- CV. Results There was no significant difference for anxiety,family cohesion,family adaptability between boys and girl( P >0.05),as well as only child and non child( P > 0. 05). There was a significantly correlation between anxiety,family cohesion and adaptability of senior middle students attending the entrance examination for college( P < 0. 01). Conclusion The students have test anxiety this can be improved by better family cohesion and adaptability
Objective To study the relationship between anxiety and family cohesion,family adaptability of senior middle students attending the entrance examination for college. Methods 334 senior middle students affending the entrance examination of college of three high schools in Anhui were chosen by cluster sampling method. They were inuestigated with STAI,SCL- 90 and FACESⅡ- CV. Results There was no significant difference for anxiety,family cohesion,family adaptability between boys and girl( P >0.05),as well as only child and non child( P > 0. 05). There was a significantly correlation between anxiety,family cohesion and adaptability of senior middle students attending the entrance examination for college( P < 0. 01). Conclusion The students have test anxiety this can be improved by better family cohesion and adaptability
引文
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[3]熊亚敏,李非.大学生抑郁情绪与家庭亲密度和适应性的相关性[J].中国健康心理学杂志,2013,21(3):449-451.
[4]汪向东,王希林,马弘.心理卫生评定量表手册[M].北京:中国心理卫生杂志,1999(增订):142-149.
[5]Olson DH,Russell CS,Sprenkle DH.Circumpolar model of marital and family systems VI:theoretical update[J].Family Process,1983,22(1):69-83.
[6]黄瑜,孔维民.对大学生考试焦虑与主观课业负担的关系调查[J].中国校医,2007,21(5):499-501.
[7]徐金梅.高职护生人格因素与考试焦虑相关性分析[J].护理学报,2009,16(1B):7-8.
[8]黄艳生,谭钰.广州市高三学生考试焦虑现状与应对行为分析[J].中国健康心理学杂志,2013,1(21):107-108.
[9]宋广文,詹发尚.高三学生认知方式与焦虑、抑郁的关系研究[J].中国健康心理学杂志,2005,3(13):175-177.
[10]梁永红,李良冀.不同性别高三学生应对方式对焦虑状态的影响[J].中国健康心理学杂志,2011,1(19):57-58.
[11]Victor AM,Bernal DH,Bemstein GA,et a1.Effects of parent and family characteristics on treatment outcome of anxious children[J].Anxiety Disord,2007,21(6):835-848.
[12]Btigels SM,Brechman-Toussaint ML.Family issues in child anxiety:Attachment,family functioning,parental rearing and beliefs[J].Clin Psychol Rev,2006,26(7):834-856.
[2]席巧真,李吉祝.高中毕业生焦虑抑郁情绪及相关因素分析[J].精神医学杂志,2012,5(25):360-361.
[3]熊亚敏,李非.大学生抑郁情绪与家庭亲密度和适应性的相关性[J].中国健康心理学杂志,2013,21(3):449-451.
[4]汪向东,王希林,马弘.心理卫生评定量表手册[M].北京:中国心理卫生杂志,1999(增订):142-149.
[5]Olson DH,Russell CS,Sprenkle DH.Circumpolar model of marital and family systems VI:theoretical update[J].Family Process,1983,22(1):69-83.
[6]黄瑜,孔维民.对大学生考试焦虑与主观课业负担的关系调查[J].中国校医,2007,21(5):499-501.
[7]徐金梅.高职护生人格因素与考试焦虑相关性分析[J].护理学报,2009,16(1B):7-8.
[8]黄艳生,谭钰.广州市高三学生考试焦虑现状与应对行为分析[J].中国健康心理学杂志,2013,1(21):107-108.
[9]宋广文,詹发尚.高三学生认知方式与焦虑、抑郁的关系研究[J].中国健康心理学杂志,2005,3(13):175-177.
[10]梁永红,李良冀.不同性别高三学生应对方式对焦虑状态的影响[J].中国健康心理学杂志,2011,1(19):57-58.
[11]Victor AM,Bernal DH,Bemstein GA,et a1.Effects of parent and family characteristics on treatment outcome of anxious children[J].Anxiety Disord,2007,21(6):835-848.
[12]Btigels SM,Brechman-Toussaint ML.Family issues in child anxiety:Attachment,family functioning,parental rearing and beliefs[J].Clin Psychol Rev,2006,26(7):834-856.