学校心理环境对小学4～6年级学生学业表现的作用及条件

本研究基于具有良好全国代表性的中国儿童青少年心理发育特征数据库,使用多水平建模,分析了来自全国100个区县421所学校的心理环境特征对10826名小学4~6年级学生学业表现的影响途径及其发挥作用的条件。研究结果表明:(1)小学4~6年级学生学习动机和态度及学业成绩中分别有10.0%和33.3%的变异来自学生个体以外的学校因素。(2)在控制学生年级、性别、家庭背景和学校所在地、师资、学校学生总体家庭社会经济地位(SES)等基本特征后,学校总体和学生个体知觉两个层次的学校心理环境对学生学习动机和态度的影响均显著大于其对学生学业成绩的影响;与个体知觉到的心理环境相比,学校总体心理环境对学生学业成绩的作用相对较强。(3)学校总体心理环境对学生学业表现的影响受到学校所在地、学校师资水平、学校学生总体社会经济地位的显著调节。学校总体心理环境对处于师资水平较低、平均家庭年收入较低学校学生的学习动机和态度具有相对更强的保护作用;对处于农村、师资水平较低、平均家长文化水平较低学校学生的学业成绩具有相对更强的保护性作用。上述结果表明,学校总体心理环境对学生学业表现具有重要影响,个体知觉到的心理环境仅部分中介其作用;且学校总体心理环境对学生学业表现的作用强度受到学校所在地、师资水平和学校学生总体社会经济地位的调节。     

湖北地区博士生心理健康状况及影响因素分析

为了考察博士生心理健康状况及其影响因素,采用症状自评量表、艾森克个性量表对450名湖北地区高校博士研究生进行调查。研究结果发现:(1)湖北地区博士研究生心理健康状况总体较好,但个别存在心理健康问题;(2)影响博士生心理健康水平的因素主要有人格特质,心理压力中的学业压力、就业压力、经济压力、家庭婚恋压力,以及社会支持关系中的导师关系、同学关系、家人关系;(3)人格N均分、E均分、学业压力、导师关系、家庭婚恋压力对博士生心理健康水平有显著的预测作用。     

家庭支持对缓解乳腺癌患者心理压力的作用

本文分析了心理压力对乳腺癌患者的康复和生活质量产生的不利影响,指出家庭是与患者生存联系最为紧密的环境,家庭支持对缓解患者心理压力发挥了巨大作用;深入挖掘家庭支持与心理压力二者的关系,详细阐述了家庭支持用以缓解患者心理压力的三种形式,即情感支持、信息支持、行为支持;最后针对目前家庭支持仍存在患者满意度不高、家庭支持水平随时间而降低等主要问题,提出克服家庭支持的缺陷,提高家庭成员支持能力的合理化建议,即提高患者配偶和女性家属的支持能力、建立长期的家庭支持计划等.     

中学生职业抱负特点的调查研究

对中学生职业抱负的调查表明,在总体上中学生的职业抱负水平较高,且理想抱负显著高于现实抱负;女中学生的理想职业抱负低于男中学生、高三学生的现实职业抱负低于初三和高一学生。父母受教育程度、家庭所在地和学校性质、家庭经济收入对中学生职业抱负分别具有一定的影响作用。     

扩招时期研究生心理压力来源与应对策略

文章研究扩招时期研究生心理压力现状、影响因素、心理压力的来源，并据此提出相应的应对策略，及时消除影响研究生的身心健康的不利因素，对提高研究生的心理健康水平具有理论意义和现实意义     

中学生学习倦怠与人格关系

采用问卷调查法,对1136名高中学生的学习倦怠进行分析,考察了人口学变量之间的差异,并探讨了学习倦怠各因子与人格之间的关系。结果发现:⑴影响学生学习倦怠的人口学变量有家庭所在地、性别、年级和学校类型。其中家庭所在地单独影响学习倦怠,且是学习倦怠的有效预测变量。性别、学校类型和年级相互作用影响学生的学习倦怠。⑵精神质、内外向、神经质与学习倦怠的各个因子及总分有极其显著的相关,其中N、P是学习倦怠有效的预测变量。     

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.     

幼儿心理压力的现状及与行为问题、家庭生态环境之间的关系

本文考察了幼儿心理压力的现状,并对性别、年龄和入托性质等影响因素做了检验与分析,此外还进行了幼儿心理压力与行为问题及家庭生态环境之间的相关研究。结果发现,68.9%幼儿存在一定程度的心理压力,其中压力较大的孩子约占10%;幼儿的心理压力与性别无关,但与年龄、入托性质等因素有关,大班比小班、全托比日托的孩子的心理压力大;幼儿心理压力与行为问题尤其是违纪行为存在一定的关系,与家庭生态环境的诸因素之间也都存在一定的关系。     

城市失业工人心理压力探析

城市失业工人存在生活不安定、角色扮演失败、社会比较的不平衡等一些客观潜在的压力源。心理压力又是一种主观感受,因而城市失业工人体验到的压力还受制于以下因素的影响：个体的角色意识和性格类型;家庭主要成员的主观期望和支持程度。探讨其心理压力的影响因素能为相关部门有的放矢地的制定应对措施提供依据。     

大学生心理压力感量表编制理论及其信、效度研究

本研究在对心理压力感理论维度分析的基础上,编制了大学生心理压力感量表。量表的因素分析结果表明：(1)大学生心理压力主要有两方面,一是个人自身压力包括家庭压力、适应压力、健康压力、恋爱压力、自卑压力和挫折压力：一是社会环境压力包括人际压力、择业压力、情绪压力、学校环境压力和学业压力。(2)通过信、效度检验,大学生心理压力感量表的理论维度结构合理,具有良好的信度,达到心理测量学的相关要求。(3)心理压力感量表的各维度对大学生的心理健康水平具有良好的预测作用,可以作为评估大学生心理压力水平的有效测量工具。     

大学生心理压力感基本特点的调查研究

本研究采用自编的大学生心理压力感问卷对全国 1 3所大学共 2 0 0 7名大学生的心理压力感状况进行了调查研究。结果表明 :(1 )在大学生群体中心理压力感的主要来源依次有学业压力、学校环境压力、情绪压力、择业压力和人际压力 ,大都是社会环境方面的原因 ;(2 )从大学生心理压力感的年级发展趋势看 ,二、三年级的大学生在各方面的压力感均高于一、四年级 ;(3 )女生在择业和学业压力感方面高于男生 ,男生在家庭、恋爱、身体健康、适应和挫折方面的压力感高于女生 ;(4)来自乡村的大学生在家庭、择业和学校环境方面的压力感高于来自城市的大学生 ;(5)在家庭、择业、学校环境和学业压力感方面非独生子女高于独生子女     

Relationship between COVID-19-related stress and social inhibition among university students in China: The mediating role of psychological richness

Throughout the COVID-19 pandemic, the mental health issues of university students received increasing attention. However, little is known about the effect of COVID-19-related stress on social inhibition among Chinese university students and its psychological mechanism in the context of the COVID-19 pandemic. This study aimed to explore the relationship between COVID-19-related stress and social inhibition as well as the mediating role of psychological richness. In late 2022, 1250 Chinese university students were recruited for participation in an online survey. Modified SARS-Stress Scale, Social Inhibition Questionnaire, and Psychologically Rich Life Questionnaire were used to assess participants' COVID-19-related stress, social inhibition, and psychological richness. The Results indicate that COVID-19-related stress positively predicts social inhibition and negatively predicts psychological richness. Meanwhile, Psychological richness negatively predicts social inhibition. Mediation analysis shows that the relationship between COVID-19-related stress and social inhibition was partially mediated by psychological richness. The results indicate the significant predictive value of psychological richness when studying mental health issues.     

Social Support in Academic Programs and Family Environments: Sex Differences and Role Conflicts for Graduate Students

We hoped to identify the sources and types of social support that are most beneficial for helping graduate students cope with stress. A second purpose of our study was to identify sex differences in stress and the most beneficial types of support. Students living in graduate student housing were surveyed to assess (a) social support in their academic programs and in their family environments, (b) recent stressful life events, and (c) depression and anxiety as psychological symptoms of stress. Women reported significantly more stress, more symptoms of stress, and significantly less support from their academic departments and family environments than did men. Family support had only buffering effects, but no direct effects on stress symptoms for women. Graduate program and family support had direct effects, but no buffering effects on stress symptoms for men. These results may indicate greater role strain for women, perhaps resulting from less support for their multiple roles and greater concerns about balancing academic and family demands.     

硕士生压力知觉、状态-特质焦虑、完美主义与睡眠质量的关系

对581名硕士生进行问卷调查,探索压力知觉、状态-特质焦虑、完美主义和睡眠质量之间的关系及作用机制。结果表明：（1）压力知觉可通过状态焦虑间接影响睡眠质量,但以直接影响为主。（2）特质焦虑通过压力知觉和状态焦虑间接影响睡眠质量。（3）非适应性完美主义可直接影响睡眠质量,适应性完美主义对睡眠质量没有直接影响,两者均通过特质焦虑、压力知觉和状态焦虑形成链状中介间接影响睡眠质量。     

Family or friends: who plays a greater supportive role for Latino college students?

This study compared the relative contribution of perceived family and friend support to psychological well-being and distress and examined whether family or friend support moderated the effects of stress on psychological adjustment in 338 Latino (228 Mexican American, 110 Central American) college students from a predominantly Latino university. Two multiple regressions, controlling for gender, socioeconomic level, acculturation level, and stresses (generic college, acculturative, and minority status), showed that friend support made a slightly greater contribution to well-being than family support, and friend support and not family support protected against psychological distress. Neither family nor friend support moderated the effects of stress on psychological adjustment. Further examination of these variables that assess common-specific stresses within a culture-specific theoretical framework is recommended.     

An exploration of the benefits of animal‐assisted activities in undergraduate students in Singapore

The rise in psychological problems, attrition, and suicide rates of university students has been linked to the stressful challenges faced during university life. To buffer this, animal assisted activities (AAA) may assist in improving psychological and physiological well‐being in students, however, to date, there is little empirical evidence for their effectiveness. Consequently, this study explored the psychological and physiological benefits of AAA in a sample of undergraduate students. Sixty‐two students from two local universities participated in an hour‐long AAA session delivered by Therapy Dogs Singapore. Measures of perceived stress, anxiety, state self‐esteem, and blood pressure (BP) were taken before and after the sessions. The results indicated that students experienced significant decreases in state anxiety, systolic, and diastolic BP post AAA, and when compared to a quiet reading comparison session. State self‐esteem increased post AAA and, further, was found to moderate the change in anxiety in addition to perceived stress, whereby perceived anxiety reduced more in those with low state self‐esteem and high perceived stress. These results suggest that AAA can be an effective intervention for stress among undergraduate students, which utilizes a novel, easy to implement and enjoyable approach for Singaporean students.     

The educational pyramid: A model for community intervention

Urban adolescents represent a group who are at special risk for a variety of psychological and behavioral problems. A life skills program was implemented with middle and high school students, using an educational pyramid approach to maximize the ecological appropriateness of the intervention and to increase the likelihood that the program will be continued with progressively lessened university facilitation. Additionally, the educational pyramid offers the opportunity for all participants—university faculty, graduate students, collaborating professionals in the community, and high school leaders—to be both teachers and learners.     

边远地区大学生心理测试报告

通过对边远地区综合性大学新生进行心理测试,了解大学生心理问题同其家庭出身,智力水平及生源地等因素有关,研究其心理健康水平及成因,对于提高边远地区大学生心理素质将会产生积极的影响。     

Academic Counselling for Graduate Research Students with Distance Learning

The study examined academic counselling needs for graduate research students enrolled with a distance education university. Participants were 17 students (males = 10, females = 7; mean years of enrollment =1). They responded to an open ended questionnaire on pertinent counselling needs in these students related to their studies. Data were analyzed qualitatively using thematic content analysis. Findings suggested counselling needs from conflicting work and family commitments. Accessibility and user-friendliness of administrative systems and support, ease of contact and approachability of academic staff and financial strain were also significant concerns. Prospective solutions to these needs included stress management, time management, self-study skills and income generation.     

高中学生心理应激及其中介变量的研究

学生的心理应激与心理健康问题日益受到人们的关注。本研究对浙江省范围内的４３７名高中学生进行应激源、中介变量和应激反应方面的调查研究,并在此基础上,对高中学生的心理应激过程作了较详细的探讨。研究表明：（１）高中学生的主要应激源是学习压力及与家庭亲友的人际关系问题,（２）对高中学生的应激反应有影响的中介变量主要是社会支持和“问题解决”、“逃避”等应对策略。本研究结论认为,在高中学生的心理卫生工作中要注意减轻他们的学习压力,加强社会支持系统的建立及积极应对方式的教育。