本文選題：中學生 + 心理亞健康��； 參考：《內蒙古師范大學》2012年碩士論文

【摘要】：本研究采用《中學生應激量表》、《青少年時間管理傾向量表》及《青少年亞健康多維評定問卷》為測查工具，分層抽取520名中學生為研究對象，從中學生應激現狀、時間管理傾向特點及心理亞健康水平進行了調查。通過回歸分析與結構方程模型等數理統(tǒng)計法，對時間管理傾向在應激交互作用模型的調節(jié)作用進行分析，建立應激-時間管理-心理亞健康模型。研究結果如下： 1.中學生心理亞健康總檢出率為31.29%。不同年級中學生在心理亞健康水平存在極其顯著性差異（F=.048，p.05）,男、女生在心理亞健康得分上差異顯著（t=1.592，p=.043），重點班在心理亞健康得分上極其顯著低于普通班學生（t=-.739，p=.003）。 2.中學生時間管理傾向得分為155.3±25.76。不同年級在時間管理傾向上存在極其顯著性差異（F=13.708，p.01），，男、女生在時間管理傾向得分上不存在顯著性差異（t=-1.439，p=.617）；重點班的時間效能感得分極其顯著高于普通班學生（t=2.609，p=.000）。 3.中學生應激得分為40.21±28.51。不同年級的中學生在應激總分上存在極其顯著性差異（F=5.672，p.01），男、女中學生在應激總分上差異不顯著（t=.569，p=.570）；普通班學生的應激得分顯著高于重點班學生（t=-2.023，p=.044）。 4.高、低應激組在心理亞健康水平差異極其顯著（t=8.202，p=.000）；高、低時間管理傾向在心理亞健康水平存在極其顯著性差異（t=-6.280，p=.000）。 5.時間管理傾向與心理亞健康存在極其顯著負相關。應激與心理亞健康存在極其顯著正相關，與時間管理傾向呈顯著負相關。學習壓力、時間效能感、自我身心壓力、同學朋友壓力、家庭壓力依次進入對心理亞健康的多元回歸方程，決定系數為.557。 6.應激、時間管理傾向分別對心理亞健康有直接效應，應激以時間管理傾向為中介對心理亞健康產生顯著間接影響；時間管理傾向各維度中時間效能感維度起中介作用，即應激通過時間效能感間接影響心理亞健康。進一步分析得出，應激還可以通過影響時間監(jiān)控觀進而間接影響時間效能感，最終影響心理亞健康。
[Abstract]:In this study, 520 middle school students were selected as the subjects by using the Middle School students stress scale, the Adolescent time Management disposition scale and the Youth Sub-Health Multidimensional Assessment questionnaire. The characteristics of time management tendency and the level of mental sub-health were investigated. By means of mathematical statistics such as regression analysis and structural equation model, the regulative effect of time management tendency in stress interaction model was analyzed, and the stress-time management-mental sub-health model was established. The findings are as follows: 1. The total detection rate of mental subhealth of middle school students was 31.29. There were significant differences in mental sub-health level among middle school students in different grades. There were significant differences in mental sub-health scores between male and female students. The scores of mental sub-health in key classes were significantly lower than those in ordinary students. 2. The score of time management disposition of middle school students was 155.3 鹵25.76. There were significant differences in time management disposition among different grades. There was no significant difference between male and female in time management disposition, and the score of time efficacy in key class was significantly higher than that in general class (2.609p.000). 3. The stress score of middle school students was 40.21 鹵28.51. There was a significant difference in the total stress score of middle school students in different grades. There was no significant difference between male and female middle school students in total stress scores, and the stress scores of students in general class were significantly higher than those in key classes. 4. The difference of mental sub-health level between high and low stress groups was extremely significant, and there was extremely significant difference between high and low time management tendency in mental sub-health level, and there was extremely significant difference in mental sub-health level between high and low stress groups. 5. There was a significant negative correlation between time management tendency and mental sub-health. Stress was positively correlated with mental sub-health and negatively correlated with time management tendency. Study pressure, time efficacy, self-physical and mental pressure, peer and friend pressure, family pressure entered the multiple regression equation of mental sub-health in turn, the determining coefficient was .557. 6. Stress, time management tendency has direct effect on mental sub-health, stress takes time management tendency as intermediary, it has significant indirect effect on mental sub-health, and time efficacy dimension plays an intermediary role in each dimension of time management tendency. That is, stress indirectly affects mental sub-health through time efficacy. Further analysis shows that stress can affect the sense of time efficacy indirectly by influencing the view of time monitoring and finally affect mental subhealth.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G444

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