赣州市高校低年级学生担任班级心理委员动机特征分析  

A questionnaire survey among 463 new class psychological commissioners

作　　者：郑亚楠[1] 温义媛[2] 唐宏[1] 

机构地区：[1]赣南医学院心理学系,江西赣州341000 [2]赣南师范学院学工处

出　　处：《中国学校卫生》2016年第7期1072-1074,1078,共4页Chinese Journal of School Health

基　　金：教育部人文社会科学研究一般项目(12YJA190017);江西省科技计划项目(20151BBG70079);赣南医学院一般科研项目(YB201436)

摘　　要：目的探讨担任班级心理委员的动机特征及其与担任意愿的关系,为班级心理委员的选拔及相应心理健康教育体系的完善、心理咨询中心工作方案的开展提供参考。方法选取赣州市4所高校一、二年级463名班级心理委员,采用自编担任班级心理委员动机及意愿调查问卷和自编选择担任班级心理委员影响因素问卷进行调查。结果绝大多数班级心理委员担任的目的是"对心理学感兴趣(60.48%)"和"喜欢帮助别人(59.61%)";男、女生担任意愿差异均无统计学意义(t=0.607,P>0.05);有、无精神/心理障碍的亲朋好友班级心理委员在担任愿望程度上差异具有统计学意义(t=-2.372,P<0.05);助人愿望、倾听、自我实现、人际关系、主观幸福感、尊重需要6个题目自我评分与担任班级心理委员意愿的相关性具有统计学意义(r值分别为0.253,0.156,0.269,0.154,0.159,0.130,P值均<0.01);自我实现和利他行为自评分数高,担任班级心理委员意愿更强(β值分别为0.184,0.208,P值均<0.01)。结论担任班级心理委员最主要的动机可能为助人愿望和自我实现。班级心理委员的培训和选拔应侧重于心理学兴趣培养、人际沟通训练。Objective To explore the motivation characteristics association with the desire to be a class psychological commissioner. Methods Totally 463 class psychological commissioners with 4 universities in Ganzhou city were selected and assessed with the self-compiled questionnaires of desire to be a class psychological commissioner and influences on becoming a class psychological commissioner. Results In this sample, the motivation and desire of most class psychological commissioners were interest in psychology（ 60.48%） and like to help others（ 59. 61%）; there were no statistically significant in the level of wished to be a class psychological commissioner with different gender class psychological commissioners（ t = 0.607, P〈0.05 and different educational levels（ t = 1.084, P〈0.05, and was significant in whether have a mental disorder a relative or friend（ t =-2.372, P〈0.05）. Desire to be a class psychological commissioner was significant correlated with scores of the desire of helping others, listening, self-realization,interpersonal relationship, subjective well-being, esteem need（ r = 0.253, 0.156, 0.269, 0.154, 0.159, 0.208, P〈0.01）; The level of to be class psychological commissioner was positively correlated with the desire of helping others and self-realization. Conclusion There are different motivations in to be a class psychological commissioner or a psychological counselor. It suggests that the most important motivations of to be the class psychological commissioners may be desire of helping others and self-realization. It is not the mail factor of to be a class psychological commissioner with rough experience, self growth, interpersonal involvement, etc in other studies.

关 键 词：精神卫生服务 动机 回归分析 学生 

分 类 号：B844.2[哲学宗教—发展与教育心理学] R395.6[哲学宗教—心理学]