中学生人际压力及其应对策略特点的研究

发布时间：2018-05-01 03:02

本文选题：中学生 + 人际压力　；参考：《西南师范大学》2004年硕士论文

【摘要】：人际压力(IS)是影响中学生心理健康的主要问题之一。目前，国外对中学生人际压力及其应对策略的研究尚处于探索阶段；国内这方面的研究相对更为缺乏，更无专门的中学生人际压力量表和人际压力应对策略量表。研究中学生人际压力及其应对策略是中学生心理发展的客观需要，也是青少年心理健康教育的现实要求，更是压力应对理论研究深入发展的迫切要求。本研究遵循“理论分析——研制工具——实际测量——分析特点和关系”的研究思路，，在已有文献分析和问卷调查基础上，编制了“中学生人际压力问卷”和“中学生人际压力应对策略问卷”，通过因素分析探索了中学生人际压力及其应对策略的构成要素，探讨了它们的发展特点，并考察了中学生人际压力应对策略和其人际压力的关系。本研究主要结论如下： 1．人际压力结构主要由人际期望压力、人际冲突压力、人际挫折压力、人际约束压力和人际情境压力组成，这与本研究的理论构想模型基本一致。在此基础上形成的“中学生人际压力问卷”具有良好的信度和效度。 2．人际压力应对策略是一个多层次复杂系统，由积极维度和消极维度构成，积极维度包括求助、积极转移、认知调整和主动沟通4个因素，消极维度包括攻击／抵触、压抑、幻想和否认4个因素。这与本研究的理论构想模型基本一致。在此基础上形成的“中学生人际压力应对策略问卷”具有良好的信度和效度。 3．整体上，中学生的人际压力水平存在显著的性别差异、学校性质差异和年级差异，年级差异具体表现为初二＞初一＞高一＞高二＞初三＞高三，初二是关键年级；没有显著的学生来源差异。 4．整体上，中学生所使用的人际压力应对策略存在显著的性别差异、学校性质中学生人际压力及其应对策略特点的研究差异和年级差异，年级差异具体表现为初一高三高二高一初三初二，初二是人际压力应对策略发展的关键年级;没有显著的学生来源差异。 5.不同人际压力水平的中学生所使用的人际应对策略存在显著性差异，具体表现为:中等Is组低IS组高IS组:人际压力水平中等的中学生所使用人际压力应对策略，无论积极的还是消极的，均最多。当人际压力水平较低时，中学生所使用的人际压力应对策略没有显著的性别差异;当人际压力水平处于中等以上时，女生所使用的人际压力应对策略显著多于男生。 6.中学生人际压力应对策略和其人际压力具有一定程度的显著性相关。
[Abstract]:Interpersonal stress is one of the main problems affecting the mental health of middle school students. At present, the research on interpersonal stress and coping strategies of middle school students in foreign countries is still in the exploratory stage. In China, the research on this aspect is relatively lacking, and there is no specialized interpersonal stress scale and interpersonal stress coping strategy scale for middle school students. To study the interpersonal pressure and its coping strategies of middle school students is not only the objective need of their psychological development, but also the practical requirement of adolescent mental health education, and the urgent need of the further development of stress coping theory research. This study follows the research idea of "theoretical analysis-development tool-actual measurement-analysis characteristics and relationships", based on the analysis of the existing literature and questionnaire survey. The interpersonal stress questionnaire for middle school students and the interpersonal stress coping strategy questionnaire for middle school students are compiled. The factors of interpersonal stress and coping strategies of middle school students are explored through factor analysis, and their development characteristics are discussed. The relationship between interpersonal stress coping strategies and interpersonal stress of middle school students was investigated. The main conclusions of this study are as follows: 1. Interpersonal stress structure consists of interpersonal expectation stress, interpersonal conflict stress, interpersonal frustration stress, interpersonal constraint stress and interpersonal situational stress, which is consistent with the theoretical model of this study. On this basis, the interpersonal stress questionnaire of middle school students has good reliability and validity. 2. Interpersonal stress coping strategy is a multi-level and complex system, which consists of positive dimension and negative dimension. Positive dimension includes four factors: help help, positive transfer, cognitive adjustment and active communication. Negative dimension includes aggression / conflict, depression. Fantasy and denial are four factors. This is basically consistent with the theoretical model of this study. On this basis, the interpersonal stress coping Strategy questionnaire for Middle School students has good reliability and validity. 3. On the whole, the interpersonal stress level of middle school students has significant gender difference, school nature difference and grade difference, grade difference is the second year > the first > the second > the third > the third grade, the second grade is the key grade; There is no significant difference in student sources. 4. Overall, there are significant gender differences in interpersonal stress coping strategies used by middle school students. Characteristics of interpersonal stress and coping Strategies in Middle School students The difference between grade and grade is manifested in grade two, grade one, grade three, grade two, and grade two are people. Key grades of international stress coping strategy development; no significant differences in student sources. 5. There were significant differences in interpersonal coping strategies used by middle school students with different levels of interpersonal stress. Middle is group low is group high is group: interpersonal stress should be used by middle school students with moderate interpersonal stress level Strategies, both positive and negative, are most common. When interpersonal stress levels are low, secondary school students use There was no significant gender difference in interpersonal stress coping strategies. More interpersonal stress coping strategies were used than boys. 6. The coping strategies of interpersonal stress of middle school students are significantly related to their interpersonal stress to some extent.
【学位授予单位】：西南师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：B844.2

【引证文献】