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作 者:钱怡 余新年[1] 刘福莲 QIAN Yi;YU Xinnian;LIU Fulian(Wuxi Institute of Technology,Wuxi 214121,China)
机构地区:[1]无锡职业技术学院,214121
出 处:《中国健康心理学杂志》2022年第6期956-960,共5页China Journal of Health Psychology
基 金:江苏省自然科学基金青年项目(编号:BK20170180);教育部人文社会科学研究青年基金项目(编号:17YJC190021);江苏省高等教育学会辅导员工作研究会专项课题(编号:20FYHYB015)。
摘 要:目的:通过对比传统心理健康理论讲授课,探讨基于自我意识的团体辅导对高职新生自尊、自我接纳的影响。方法:选取某高职院校大一新生149人,其中实验组62人接受为期6周的自我意识团体辅导,对照组87人接受6周的心理健康理论讲授课程。采用Rosenberg自尊量表(RSES)与自我接纳量表(SAQ)进行前后测测量。结果:经过6周的干预,实验组与对照组在自尊、自我评价因子、自我接纳总分的后测得分都显著高于前测(实验组:t=3.93,4.33,5.53,P<0.01;对照组t=2.41,3.67,3.26,P<0.05)。并且后测时实验组在所有量表上的得分均显著高于对照组(t=4.29,3.11,2.15,3.01,P<0.05)。此外,前测自尊、自我接纳水平越低的学生干预效果越好,且这一现象在实验组被试中更明显(实验组:r=-0.27~-0.56,P<0.05;对照组:r=-0.22~-0.48,P<0.05)。结论:自我意识团体辅导与心理健康理论讲授课对高职新生的自尊与自我接纳均有一定的促进作用,但是团体辅导的干预效果更明显、更全面,尤其是对低自我接纳水平的学生影响更突出。Objective:To explore the influence of self-consciousness group counseling on self-esteem and self-acceptance in vocational college freshmen.Methods:A total of 149 vocational college freshmen were randomly assigned into the intervention group(n=62)and the control group(n=87).The intervention group was treated with self-consciousness group counseling for 6 times,during which the control group was treated with the lecture course of mental health.Pre and post intervention measurements were taken with Rosenberg Self-Esteem Scale(RSES)and Self-Acceptance Questionnaire(SAQ).Results:After 6 weeks,the scores of RSES,self-rating factor and SAQ increased in both groups(t=3.93,4.33,5.53,2.41,3.67,3.26;P<0.05).Moreover,the intervention group has significantly higher scores in all the post intervention measurements than the control group(t=4.29,3.11,2.15,3.01;P<0.05).In addition,the intervention effect was better for students with lower RSES and SAQ scores in pre measurements,which was more obvious in the intervention group(r=-0.27~-0.56,-0.22~-0.48;P<0.05).Conclusion:The lecture course of mental health and the self-consciousness group counseling both improve self-esteem and self-acceptance in vocational college freshmen,but the group counseling has more obvious and comprehensive intervention effects,especially for the students with low self-acceptance.
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