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目的考察结构式写作对高中生心理压力源干预的有效性。方法以结构式写作处理50名高中生的150例心理压力事件,在干预前、干预3天和2周后被试完成情绪自评量表测评。结果①在150例心理压力事件中,学业类事件有88例(59%),课外类事件有40例(27%),情感类事件有12例(8%),其他类事件有10例(6%);②干预3天后被试的正性情绪分较干预前有显著差异(t=16.45,P<0.05);③干预3天后被试的负性情绪分较干预前有非常显著差异(t=1.07,P<0.01);④干预3天后被试的情绪总分较干预前有明显差异(t=15.99,P<0.05);⑤干预2周后被试的正性情绪分(t=17.84,P<0.05)、负性情绪分(t=8.45,P<0.01)和情绪总分(t=20.01,P<0.01)较干预前有显著差异。结论结构式写作对高中生心理压力源具有积极干预效应。
Objective To investigate the effectiveness of structured writing on the psychological stressors of high school students. Methods 150 cases of psychological stress in 50 high school students were treated by structural writing. The emotion self-rating scale was evaluated before intervention, 3 days and 2 weeks after intervention. Results ① Among the 150 psychological stress events, 88 (59%) were academic-type events, 40 (27%) were extra-curricular events, 12 (8%) were affective events and 10 (P <0.05); ③In the first three days after intervention, there was a significant difference (P <0.05) between the positive sentiment of the subjects and the sentiment before the intervention (P <0.05) (t = 1.07, P <0.01); ④There was a significant difference in the scores of emotion between the two groups after intervention for 3 days (t = 15.99, P <0.05) 17.84, P <0.05). The scores of negative emotion (t = 8.45, P <0.01) and total emotion score (t = 20.01, P <0.01) were significantly different from those before intervention. Conclusion Structural writing has a positive effect on the psychological stressors of high school students.