大学生一般自我效能感与应对方式关系  

Relationship between general self-efficacy and coping style among college students

作　　者：刘洪[1] 周明君[2] 颜南[1] 成琳[1] 沈慧[1] 张振东[1] 

机构地区：[1]沈阳医学院计算机与数理部,辽宁沈阳110034 [2]沈阳广播电视大学现教院

出　　处：《中国公共卫生》2015年第9期1202-1204,共3页Chinese Journal of Public Health

摘　　要：目的探讨大学生一般自我效能感与应对方式的关系,为大学生心理健康教育提供参考依据。方法采用自行设计一般情况调查表以及一般自我效能感量表和简易应对方式问卷对在辽宁省沈阳师范大学和沈阳医学院抽取的700名大二和大三年级本科生进行问卷调查。结果大学生一般自我效能感得分为(2.43±0.32)分,不同特征大学生比较,不同专业和是否学生干部大学生一般自我效能感得分差异均有统计学意义(均P<0.05);大学生积极应对和消极应对得分分别为(2.59±0.35)和(2.03±0.21)分,不同特征大学生应对方式得分比较,不同生源地、家庭结构、家庭月均收入、家庭氛围以及是否为学生干部和曾获奖学金大学生积极应对和消极应对得分差异均有统计学意义(均P<0.05);相关分析结果显示,大学生一般自我效能感与积极应对呈正相关(r=0.303,P<0.01),与消极应对方式呈负相关(r=-0.327,P<0.01)。结论提高大学生一般自我效能感将有助于其积极的应对方式。Objective To explore the relationship between general self-efficacy and coping style among college students and to provide evidences for mental health education among the students. Methods A self-designed general questionnaire, General Self Efficacy Scale （GSES）, and Simplified Coping Style Questionnaire （SCSQ） were used in a survey among 700 sophomores and juniors selected from two universities with two-stage sampling. Results The mean general self-efficacy score for the students was 2. 43 ± 0. 32 and the score was significantly different among the students of different majors and whether being a student cadre （ both P 〈 0.05 ）. The mean scores for positive and negative coping were 2. 59 ± 0. 35 and 2. 03 ±0. 21 among the students and the scores were significantly different among the students from different regions, with different familial structure, monthly income, and atmosphere, and whether being a student cadre and a scholarship owner in the university （ all P 〈 0.05 ）. Correlation analyses revealed that general self-efficacy was correlated positively with positive coping style （ r = 0. 303, P 〈 0. 01 ） and inversely with negative coping style （ r = 0. 327, P 〈 0. 01 ）. Conclusion Enhancing general self-efficacy could be helpful to adopting positive coping style among college students.

关 键 词：一般自我效能感 应对方式 关系 大学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学]