本文選題：中師生 + 應(yīng)對方式��； 參考：《蘇州大學(xué)》2008年碩士論文

【摘要】： 近年來,隨著競爭的日益激烈,中師生面臨的壓力日趨增加。應(yīng)對是個體在壓力事件或情境中,面對內(nèi)、外在環(huán)境的需求時,為了解決因應(yīng)激事件或應(yīng)激環(huán)境帶來的行為問題,或為了平衡因應(yīng)激事件或應(yīng)激環(huán)境帶來的情緒問題,主動做出的各種認知和行為的努力,包括為了緩解壓力的一切有目的地嘗試。應(yīng)對是壓力與適應(yīng)的重要中介,國內(nèi)外有關(guān)應(yīng)對的眾多研究都已證明,應(yīng)對與個體的身心健康密切相關(guān)。因此,本研究借鑒國內(nèi)外已有的壓力應(yīng)對研究成果和經(jīng)驗對國內(nèi)中師生這一特殊群體的應(yīng)對方式作一有效的研究嘗試。同時,通過團體心理干預(yù)的方法,對訓(xùn)練對象的應(yīng)對方式進行干預(yù),具有一定的理論和實踐意義。 本研究采用分層整群抽樣法,抽取了東吳外國語高等師范學(xué)校一到五年級共578名學(xué)生為調(diào)查研究對象,運用應(yīng)對方式問卷系統(tǒng)地考察了中師生應(yīng)對方式的基本特點。根據(jù)初步調(diào)查的結(jié)果選取符合條件的30名被試,將他們隨機分為實驗組和對照組,每組15名。對實驗組進行八次團體心理干預(yù),采用的訓(xùn)練方法是以認知重構(gòu)為主的訓(xùn)練方法和放松技術(shù),對照組不予處理。 在本研究范圍內(nèi),可以得出以下結(jié)論: (1)面臨困境、壓力時,中師生應(yīng)對方式的使用頻次從高到低依次為:解決問題、求助、幻想、退避、合理化、自責(zé);中師生在幻想應(yīng)對方式上存在顯著的性別差異,女生比男生更多使用幻想應(yīng)對方式。 (2)中師生在自責(zé)、退避、合理化三個維度上存在極顯著的年級差異。四年級學(xué)生比一年級和三年級學(xué)生更多使用自責(zé)的應(yīng)對方式;三年級、四年級和五年級的學(xué)生比一年級的學(xué)生更多使用退避、合理化的應(yīng)對方式。中師生六種應(yīng)對方式隨年級變化的趨勢是:隨著年級的升高呈起伏狀。 (3)不同家庭所在地的中師生在求助應(yīng)對方式上存在顯著差異,城鎮(zhèn)學(xué)生比農(nóng)村學(xué)生更多的采用求助的應(yīng)對方式;不同家庭結(jié)構(gòu)的中師生在六種應(yīng)對方式上均無顯著差異,獨生子女與非獨生子女中師生都以積極的應(yīng)對方式為主。 (4)團體心理干預(yù)使中師生應(yīng)對方式發(fā)生了顯著變化,實驗組更多地使用解決問題、求助的積極應(yīng)對方式,而較少使用自責(zé)、幻想、退避的消極應(yīng)對方式。
[Abstract]:In recent years, with the increasingly fierce competition, teachers and students are facing increasing pressure. Coping is an individual in stress events or situations, in the face of the needs of internal and external environment, in order to solve the behavioral problems caused by stress events or stress environment, or to balance the emotional problems caused by stress events or stress environment. Proactive cognitive and behavioral efforts, including all purposeful attempts to relieve stress. Coping is an important medium of stress and adaptation. Many researches at home and abroad have proved that coping is closely related to individual physical and mental health. Therefore, this study makes an effective attempt to study the coping style of the special group of teachers and students at home and abroad for reference to the existing research results and experiences at home and abroad. At the same time, it is of theoretical and practical significance to intervene the coping style of the training object through the method of group psychological intervention. In this study, 578 students from grades 1 to 5 of Soochow Foreign language normal School were selected by stratified cluster sampling, and the basic characteristics of coping styles of teachers and students were systematically investigated by coping style questionnaire. According to the results of preliminary investigation, 30 eligible subjects were randomly divided into experimental group and control group with 15 in each group. Group psychological intervention was carried out for eight times in the experimental group. The training methods were mainly cognitive reconstruction and relaxation techniques, but the control group was not treated. Within the scope of this study, the following conclusions can be drawn: (1) in the face of difficulties and pressures, the frequency of using coping styles of secondary school students and teachers from high to low is as follows: problem solving, seeking help, fantasy, avoidance, rationalization, self-reproach, and there are significant gender differences in coping styles between secondary school students and teachers. Girls use fantasy coping styles more than boys. 2) there are significant grade differences among teachers and students in three dimensions: self-accusation, avoidance and rationalization. The fourth grade students use the self-reproach coping style more than the first and the third grade students; the third grade, the fourth grade and the fifth grade students use the retreat, the rationalization coping style more than the first grade students. The trend of six coping styles of secondary school students with grade is: with the rise of grade, there are ups and downs. (3) there were significant differences in coping styles of seeking help among secondary school teachers and students in different families, urban students adopted more coping styles of seeking help than rural students, and there were no significant differences among teachers and students of different family structures in six coping styles. The only child and non-only child teachers and students are mainly positive coping style. (4) Group psychological intervention significantly changed the coping styles of teachers and students. The experimental group used more problem-solving and help-seeking positive coping styles, and less used negative coping styles of self-accusation, fantasy and retreat.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：B844.2

【引證文獻】

相關(guān)碩士學(xué)位論文 前2條

1 張蒙;高校教師職業(yè)倦怠、完美主義、應(yīng)對方式關(guān)系研究[D];天津大學(xué);2010年

2 張亮;大學(xué)生應(yīng)對能力現(xiàn)狀及其干預(yù)研究[D];哈爾濱工程大學(xué);2011年

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本文編號：1955276