本文關(guān)鍵詞： 運動 焦慮 干預(yù)性研究 學(xué)生　出處：《中國學(xué)校衛(wèi)生》2017年03期 　論文類型：期刊論文

【摘要】：目的評價運動處方干預(yù)和團體心理輔導(dǎo)對朝鮮族焦慮癥狀大學(xué)生的干預(yù)效果,為朝鮮族大學(xué)生開展心理健康干預(yù)提供支持。方法在東北隨機抽取3所高校1 362名朝鮮族大學(xué)生,對其采用狀態(tài)—焦慮量表和焦慮自評量表進(jìn)行問卷調(diào)查,最終對篩選出的96名焦慮癥狀大學(xué)生均分為4組進(jìn)行2個月的干預(yù),干預(yù)前后進(jìn)行生化指標(biāo)檢測,并對結(jié)果進(jìn)行比較分析。結(jié)果干預(yù)前后對照組朝鮮族大學(xué)生的特質(zhì)焦慮、狀態(tài)焦慮、焦慮自評量表得分差異均無統(tǒng)計學(xué)意義(t值分別為0.006,-0.011,0.013,P值均0.05)。運動處方干預(yù)組干預(yù)前后測試得分僅在焦慮自評量表方面存在統(tǒng)計學(xué)意義(t=3.109,P0.01),在特質(zhì)焦慮和狀態(tài)焦慮方面差異均無統(tǒng)計學(xué)意義(t值分別為1.854,1.641,P值均0.05)。團體心理輔導(dǎo)組干預(yù)前后結(jié)果與運動處方組基本一致。運動處方聯(lián)合團體心理輔導(dǎo)組干預(yù)前后特質(zhì)焦慮、狀態(tài)焦慮、焦慮自評量表得分差異均有統(tǒng)計學(xué)意義(t值分別為2.784,2.707,4.489,P值均0.01)。對照組在血清素、血清腦源性神經(jīng)營養(yǎng)因子、皮質(zhì)醇含量方面干預(yù)前后差異均無統(tǒng)計學(xué)意義(t值分別為0.003,-0.036,0.024,P值均0.05)。運動處方聯(lián)合團體心理輔導(dǎo)組干預(yù)前后血清素和血清腦源性神經(jīng)營養(yǎng)因子及皮質(zhì)醇方面差異均存在統(tǒng)計學(xué)意義(t值分別為-3.507,-6.061,-2.051,P值均0.05)。結(jié)論團體心理輔導(dǎo)和運動處方干預(yù)對降低朝鮮族焦慮大學(xué)生焦慮水平有較好效果,尤其是運動處方聯(lián)合團體心理輔導(dǎo)干預(yù)模式效果更為明顯。
[Abstract]:Objective to evaluate the intervention effect of exercise prescription intervention and group psychological counseling on Korean students with anxiety symptoms, and to provide support for them to carry out psychological health intervention. Methods 1 362 Korean college students were randomly selected from 3 universities in Northeast China. The state anxiety scale and self-rating anxiety scale were used to survey them. Finally, 96 college students with anxiety symptoms were divided into 4 groups for 2 months of intervention. Biochemical indexes were detected before and after intervention. Results before and after intervention, the trait anxiety and state anxiety of Korean college students in the control group were analyzed. There was no significant difference in the scores of self-rating anxiety scale between two groups. The scores of exercise prescription intervention group before and after intervention had statistical significance only in the aspect of anxiety self-rating scale (SAS). The scores of trait anxiety and state anxiety were found in the side of trait anxiety and state anxiety before and after intervention, and the scores of exercise prescription intervention group before and after intervention had statistical significance only in the aspect of anxiety self-rating scale (SAS). There was no statistically significant difference between the two groups (1.854 鹵1.641g, P = 0.050.The results of group psychological counseling group before and after intervention were basically the same as those of exercise prescription group, and the trait anxiety before and after intervention in exercise prescription combined with group psychological counseling group was similar to that in exercise prescription group before and after intervention. The scores of state anxiety and self-rating anxiety scale were significantly different (t = 2.784 鹵2.7074.489, P = 0.01). The serotonin and serum brain-derived neurotrophic factor (BDF) in the control group were significantly higher than those in the control group. There was no significant difference in cortisol content before and after intervention. The values of serum serotonin, serum brain-derived neurotrophic factor and cortisol in exercise prescription combined with group psychological counseling group were 0.003- 0.036 and 0.024, respectively. There was statistical significance between the values of -3.507- 6.061- 2.051p, respectively. Conclusion Group psychological counseling and exercise prescription intervention have good effect on reducing anxiety level of Korean nationality anxiety college students. In particular, the effect of exercise prescription combined with group psychological counseling intervention model is more obvious.
【作者單位】： 長春財經(jīng)學(xué)院基礎(chǔ)部;
【基金】：吉林省教育科學(xué)規(guī)劃課題資助項目(GH16586)
【分類號】：G448

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張愛平;;教師運動處方的構(gòu)思[J];合肥教育學(xué)院學(xué)報;2003年02期

2 何新宏;安平;;“運動處方”治療“優(yōu)秀生心理綜合癥”[J];教育與職業(yè);2004年19期

3 劉君雯;高校教師亞健康現(xiàn)狀分析與運動處方對策[J];教育探索;2004年07期

4 安平;“優(yōu)秀生心理綜合癥”及運動處方[J];中小學(xué)心理健康教育;2004年09期

5 冉北航;;高校教師常見亞健康狀況及運動處方[J];體育科技文獻(xiàn)通報;2008年01期

6 杭波;;運動處方是學(xué)校心理健康教育的新路子[J];中小學(xué)心理健康教育;2009年02期

7 甘柏花;淺談大學(xué)生情緒障礙及其運動處方[J];中國農(nóng)業(yè)教育;2001年06期

8 張輝明;認(rèn)知領(lǐng)悟與運動處方鍛煉相結(jié)合治療大學(xué)生心理障礙的案例分析[J];體育科技;2003年02期

9 史小紅;改善和調(diào)節(jié)大學(xué)生心理疾病的運動處方[J];遵義師范學(xué)院學(xué)報;2003年04期

10 孟國榮;;重慶市中小學(xué)教師亞健康現(xiàn)狀及運動處方研究[J];教育與職業(yè);2007年20期

相關(guān)會議論文 前1條

1 張?zhí)m君;;大學(xué)生強迫癥狀與運動處方干預(yù)實驗研究[A];中國心理衛(wèi)生協(xié)會大學(xué)生心理咨詢專業(yè)委員會全國第七屆大學(xué)生心理健康教育與心理咨詢學(xué)術(shù)交流會暨專業(yè)委員會成立十周年紀(jì)念大會論文集[C];2001年

相關(guān)重要報紙文章 前3條

1 張維俊;鳳凰高級中學(xué)為教師開“運動處方”[N];團結(jié)報;2008年

2 北華大學(xué) 董艷玲;布置作業(yè)巧結(jié)合 加強體能趣暑期[N];中國體育報;2009年

3 本報記者 平萍;學(xué)校作業(yè)做“減法” 課外活動做“加法”[N];中國體育報;2009年

相關(guān)碩士學(xué)位論文 前2條

1 胡小浪;運動處方對大學(xué)生心理健康效用的實驗研究[D];華東師范大學(xué);2007年

2 丁慶建;大學(xué)生心理障礙運動處方的理論與方法體系的研究[D];曲阜師范大學(xué);2000年

，

本文編號：1540820