理工科大学生心理压力的调查研究

本研究探讨理工科大学生心理压力的大小.研究包括两个实验.实验1探讨理工科大学生心理压力源、压力影响因素的构成.实验2进一步探讨了理工科大学生心理压力源、压力影响因素的权重大小,得到了不同样本理工科大学生心理压力的大小.     

基层民警的心理压力及缓释对策

公安工作是一种压力密集型的工作,在基层民警身上体现得尤为突出。由于长期战斗在公安工作的最前沿,长期与社会的阴暗面打交道,长期加班加点,使他们不得不承受着来自方方面面的压力,这些压力如若得不到及时缓解,既影响民警个体的身心健康,又影响公安工作的质量。因此,关注基层民警的心理压力问题十分必要。     

当前高校少数民族大学生信仰宗教成因及对策研究

近几年,来自边远贫困乡村的少数民族学生从事宗教活动人数有所增加,干扰了学校正常的教育、教学秩序。因此,我们应该正视少数民族大学生中的宗教信仰现象,对信教的学生进行分析,热情地关心、爱护、教育他们。这对于促进少数民族大学生思想政治教育以及打造少数民族地区平安校园具有重大意义。本文结合心理学相关理论,力图探索出少数民族大学生信仰宗教的思想认识和心理方面的原因,并在此分析基础上,提出相应的解决措施,切实加强高校大学生的思想政治教育工作。     

大学生心理压力应对方式特点的研究

本研究采用自编的大学生压力应对方式闯卷,考察了全国各地2007名大学生心理压力应对方式的特点。结果表明：(1)大学生压力应对方式问卷具有良好的内容效度和预测能力,内部一致性和测量稳定性理想;(2)大学生的压力应对方式总体上以心理调节机制为主,自我防御和外部疏导机制使用较少;(3)在压力的应对方式上,大一学生以外部求助、压抑、幻想和调整情绪方式为主,大二、大三学生以自我防御方式和总结经验为主,大四学生则较多采用心理调节机制的方式;(4)女生的应对方式比男生更积极,农村来源的大学生倾向于压抑自己和总结经验,城市来源的学生更喜欢宣泄压力,独生子女的应对方式以消极防御机制居多。     

大学生和研究生心理压力情况的调查研究

采用<中国大学生心理应激量表>(CCSPSS)对全国七个地区23所大学的7462名大学生和研究生进行采样调查,以比较不同学生群体的心理压力情况.结果表明,男生总的心理压力水平和学习压力均显著高于女生.从整体上看,本科学生所承受的总的心理压力、学习压力、生活压力、发展压力和社交压力都显著大于研究生.在本科学生中,二年级学生总的心理压力最大,其次为三年级,一年级和四年级.各专业的学生所感受到的总的心理压力没有显著差异.来自于农村和小城镇的学生所承受的由家庭问题所引起的压力和社交压力均显著大于来自于城市的学生.     

浅析高校女大学生常见心理问题的原因及对策

随着社会的发展,时代的进步,大学生的心理健康问题日趋严重,尤其是女大学生群体,关注她们的健康成长,已成为我国高等教育的重要方面。因此,分析女大学生心理问题成因并研究其对策,有利于提高女大学生素质,促进高校大学生教育管理关注。     

大学生侵犯心理成因及引导对策

近几年,大学生侵犯事件成有发生,并逐渐成为社会关注的焦点。本文重点分析了产生大学生侵犯事件的心理动因,从客观和主观两方面阐述其侵犯心理的产生原因,并在最后提出预防和引导的对策。     

大学生心理健康问题及对策探究

大学生心理健康问题不仅关系到大学生个人的成长,而且对整个社会的未来发展都有着至关重要的影响。本文主要分析了当代大学生的心理健康状况,并对当代大学生主要的心理问题及解决心理问题的方法及对策进行了探讨。     

高校大学生亚健康的成因及干预对策

高校是国家可持续发展的重要人才培养基地,大学生的健康成长直接影响着国家经济和社会发展。本文运用文献资料法、逻辑分析等研究方法,认识大学生亚健康的可逆转性,通过对大学生“亚健康”的成因进行分析,有针对性地提出改善对策,采用适当的预防措施和科学的调控手段,增强学生体质,使学生亚健康状态向健康状态转化。     

大学生就业心理问题及对策探析

今年,我国的大学毕业生人数再创历史新高,达到了727万。在如此严峻的就业形势面前,大学生的就业心理势必也会产生一些复杂的变化。本文从当前“就业难”的背景出发,针对大学生就业的心理特点,探讨影响大学生就业心理的因素,并有针对性地提出一些相应的行之有效的对策。     

我国大学生心理健康教育研究的现状与展望

大学生心理健康教育研究已经成为我国心理学研究的一项重要课题。只有对大学生心理健康教育研究的现状有所了解,才能够更好地进行大学生心理健康教育。文章从理论研究和实证研究两方面阐述了当前我国大学生心理健康教育研究的现状,其中理论研究包含了大学生心理健康教育的内容、途径、模式研究;实证研究则包括了大学生心理健康状况的研究、大学生心理健康与自我概念相关的研究以及大学生心理健康教育研究方法的研究。最后展望了我国大学生心理健康教育研究的趋势。     

Measures of life stress and social support specific to an Asian student population

We designed two new measures—the Index of Life Stress (ILS) and the Index of Social Support (ISS)—to assist in the prediction of cultural adjustment for an Asian international student population. In the present study, these two measures were administered to 101 Asian international students. Stability estimates over 1 month were high: .97 for the ILS and .81 for the ISS. Construct validity, assessed via factor analyses, and concurrent validity, assessed via regression analyses to criteria of depression, hopelessness, and suicide ideation were satisfactory. Incremental validity for these two measures relative to extant measures of life stress and social support were computed. Results from these analyses indicated that these two measures added incrementally to the prediction of adjustment beyond that offered by existing measures.     

Emotional irritation before mental stress is associated with enhanced peripheral norepinephrine

Research suggests equivocal findings on associations of catecholamines and mood. Our study investigated the associations of emotional state, blood pressure and catecholamines in 55 healthy males undergoing mental stress. We especially checked the reported link between norepinephrine (NE) and emotional irritation. Blood pressure (SBP, DBP) and heart rate (HR) were continuously monitored. NE and epinephrine (EPI) were measured before, after, and 20 minutes after stress. Participants were divided into irritated versus non-irritated and anxious versus non-anxious subjects by median split on their baseline questionnaires. The task elicited significant cardiovascular, hormonal, and psychological stress responses. NE levels were significantly correlated with irritation before stress. Irritated subjects showed significantly higher DBP and NE than non-irritated subjects. The higher NE and DBP levels in the irritated participants suggest detrimental psycho-physiological interrelations promoting the development of stress-mediated cardiovascular diseases. Heightened emotional irritation before stress may be regarded as a psychological risk factor.     

Evaluating the impact of a worksite stress management programme for distressed student nurses: A randomised controlled trial

Abstract

The effectiveness of a stress management intervention designed to reduce affective distress in 79 student nurses who previously reported significant distress, was evaluated by comparing stress management with wait-list control. The intervention had reliable, positive effects on affective outcomes including General Health Questionnaire-30, State and Trait Anxiety Inventory, Beck Depression Inventory, and a measure of domestic satisfaction. The intervention also led to an increase in Direct Coping use.

State Anxiety immediately preceding two important examinations, i.e. at 3 and 18 month follow-up, was lower for students receiving stress management. However, no effect was detected on sickness, absence and examination performance following this intervention. Stress management delivered in groups reduces affective distress and increases adaptive coping use in both clinical and academic settings.     

Evaluating children's mental health service systems: An analysis of critical behaviors and events

A lack of studies which evaluate system change by tracking client outcomes is noted in the children's mental health area. This deficit may be a result of the inability of researchers to define outcomes and to draw conclusions about which measures reflect the efficacy of services and service delivery systems. This paper reviews five social validation surveys which examined children's mental health outcome measures. Based on the results of the five surveys, a model of critical behaviors and events is presented. This model will assist evaluators and researchers in understanding which critical events and behaviors should be measured to assess the impact of community-based mental health services for children.     

大学生心理承受力词汇内隐观的初步研究

本研究以内隐人格假设和词汇学假设作为研究的方法学基础,在619名大学生预调查的基础上编制形容词调查表,然后对1566名大学生的心理承受力进行正式调查,结果表明：(1)我国大学生心理承受力主要包含六个因素：意志能动性、人际适应性、理智性、自我适应性、包容性和超然性;(2)大学生对心理承受力成分的看法印证了专家关于压力抵抗人格特征的观点。     

Simple and complex mental addition across development

Students in Grades 1, 4, 7, and 10 were timed as they solved simple and complex addition problems, then were presented similar problems in an untimed interview. A manipulation of confusion between addition and multiplication, in which multiplication answers were given to addition problems (3 + 4 = 12), revealed evidence for the hypothesized interrelatedness of these operations in memory only in 10th graders. The overall pattern of results suggests a strong reliance on memory retrieval, even in the first-grade group, with discernible time differences when “procedural” knowledge of carrying is required for problem solution. The results were judged consistent with a fact retrieval model which invokes explicit procedural information when problem difficulty is high or when processes like carrying and estimating magnitudes are required. In agreement with several other reports, the overall slowing of performance to larger problems is best explained in terms of normatively defined problem difficulty or associative strength in memory.     

大学生压力量表的编制

本文旨在介绍大学生压力量表的编制及其标准化过程。本量表的编制过程分五个步骤 ,其中包括两个分研究。被试为北京市两所高校的一至三年级大学生 ,共 50 7人。结果显示 :本大学生压力量表的内部一致性为非常满意 (Cronbachα=0 .91 ) ,6个月后的重测信度为满意 (Cronbachα =0 .78) ,结构效度可靠。     

Stress and Student Job Design: Satisfaction, Well-Being, and Performance in University Students

It is imperative that the university environment be supportive and capable of nurturing optimal learning and performance in students. Using job design and work stress theories, the study assessed relationships between psychosocial work characteristics, well-being and satisfaction, and performance in a random sample survey of Australian university students (N = 176). Methodological improvements were a time lag between survey and performance measures, an objective measure of performance, and LISREL structural equation modeling. Results showed high levels of psychological distress and low levels of satisfaction, both linked to high demands combined with low control. In accord with the happy-productive student hypothesis, satisfaction mediated the impact of the work environment on performance. Reengineering the design of the student work environment may therefore improve performance outcomes (student grades) through enhancing satisfaction.     

Stress and coping among student teachers at a South African university: An exploratory study

This article reports findings from an exploratory qualitative study on the lived experience of stress among a convenience sample of 14 South African university student teachers (female = 8, black = 7; age range = 22 to 31). The students were participating in training in mindfulness meditation, and completed three interviews over a six-week period on stressors impacting on their personal and professional lives and on how they experienced them and responded. There were additional data from recordings of the mindfulness training sessions and a self-report scale, the Depression, Anxiety and Stress Scale (DASS). Thematic analysis revealed a wide range of stressors experienced by the students and provided insight into sources of resilience in dealing with them. In conclusion, the authors consider whether the extreme experiences of stress foreshadow the discontent among South African students that would fuel the serious unrest and disruption that has been negatively affecting South African universities since.