死亡教育课程对大学生生命意义感的影响效果研究

发布时间：2018-07-04 08:21

本文选题：死亡教育 + 大学生　；参考：《中南大学》2012年硕士论文

【摘要】：目的 1、调查大学生生命意义感的现状； 2、探讨死亡教育对大学生生命意义感的影响； 3、探讨大学生生命意义感的影响因素。方法本研究为类实验性研究。以长沙医学院09级本科生为研究对象,采用按比例随机抽样方法抽取问卷调查对象共122名,抽取医学专业(包括临床、护理),非医学专业(包括工商管理、英语、计算机科学技术)本科生。其中医学生(临床专业、护理专业)67人,非医学生专业学生(工商管理、英语、计算机科学技术)共55人。将抽到的医学专业和非医学专业分别再分为干预组和对照组。干预组参加为期12周,24学时的死亡教育课程,对照组在此期间不予任何试验处理。两组均在课程实施前和实施后一周对其生命意义感进行测量,以了解干预效果。干预组于干预结束2个月后再次问卷调查以估测死亡教育对在校大学生生命意义感持续影响效果。结果 1.基线结果显示：122名在校本科生的生命意义感得分为多元线性回归分析显示：研究对象“专业”、“自觉生理状况”、“自觉心理状况”为影响大学生生命意义感的因素。 2.干预后干预组生命意义感整体层面、生命价值、生活品质、生活目标、生活自由得分增加,且有统计学意义(P0.05)；显示大学生命意义感有所增强；干预组和对照组大学生生命意义感得分干预前后差值比较差异有统计学意义(P0.05),即经过干预后大学生生命意义感提高明显高于对照组。对照组生命意义感无明显变化。 3.干预组干预前和干预后两个月在生命意义感整体层面及各维度得分差异均有统计学意义(P0.05),且均在干预后两个月有所上升；对照组干预后和干预后两个月在生命意义整体层面及四个维度上得分差异均无统计学意义(P0.05)。 4.重复测量方差分析结果表明,生活品质、生活目标和生活自由三个观察指标干预主效应差异有统计学意义(P0.05),即不考虑时间因素,不同干预水平的研究对象在生活品质、生活目标和生活自由得分上有差异,其它指标干预主效应无差异(P0.05)；同时,所有观察指标时间主效应均无差异(P0.05)；结论 1.大学生生命意义感处于一般水平。 2.死亡教育可显著提升大学生的生命意义感,且此作用有一定的延后效应。 3.有80%以上的干预组大学生对本课程感到满意；有超过90%的干预组大学生愿意再接受此类课程,说明本研究死亡教育课程编制比较成功,且有其推广价值。
[Abstract]:Objective 1, to investigate the current situation of college students' sense of life meaning; 2, to explore the influence of death education on college students' sense of life meaning; 3, to explore the influencing factors of college students' sense of life meaning. Methods this study is an experimental study. A total of 122 subjects were selected from a total of 122 undergraduates of Grade 09 of Changsha Medical College. The subjects were selected from medical major (including clinical, nursing), non-medical major (including business administration, English, English). Computer Science and Technology) undergraduate students. Medical students (clinical, nursing) 67 students, non-medical students (business administration, English, computer science and technology) a total of 55 people. The medical majors and non-medical majors were divided into intervention group and control group respectively. The intervention group attended death education courses for 12 weeks and 24 hours, while the control group did not receive any experimental treatment. Both groups measured their sense of life before and one week after the implementation of the course to understand the effect of intervention. Two months after the intervention, the intervention group was investigated again to estimate the effect of death education on the sense of life significance of college students. Result 1. The baseline results showed that the scores of life sense of 122 undergraduates were multiple linear regression analysis. The subjects of the study were "major" and "conscious physiological state". Conscious psychological condition is the factor that affects college students' sense of meaning in life. 2. After intervention, the overall level of life sense, life value, quality of life, life goal, life freedom scores in the intervention group increased, and there was statistical significance (P0.05); There was significant difference between the intervention group and the control group before and after the intervention (P0.05), that is, after the intervention, college students' sense of life was significantly higher than the control group. There was no significant change in sense of life in the control group. 3. Before and two months after intervention, there were significant differences in the scores of the whole level and the dimensions of life sense in the intervention group (P0.05), and both increased in two months after the intervention. After intervention and two months after intervention in the control group, there was no significant difference in the overall level and four dimensions of life significance (P0.05). The results of variance analysis of repeated measurement showed that there were significant differences in the main effects of intervention among the three observation indexes, quality of life, life goal and life freedom (P0.05), that is, not considering the time factor, the study subjects with different intervention levels were in the quality of life. Life goals and life freedom scores were different, other indicators of intervention in the main effect of no difference (P0.05); at the same time, all the observed indicators of the main effect of time were not different (P0.05); conclusion 1. College students' sense of meaning of life is at the average level. 2. Death education can significantly improve the sense of life significance of college students, and this role has a certain delay effect. 3. More than 80% of the college students in the intervention group were satisfied with the course, and more than 90% of the students in the intervention group were willing to accept this kind of course again, which indicated that the curriculum of death education in this study was relatively successful and worth popularizing.
【学位授予单位】：中南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G641

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