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目的探讨认知心理教育在改善大学生心理健康状况及相关影响因素方面的作用,为提高大学生心理健康水平提供有效措施。方法随机选取大一学生2个班(60人)作为实验组,对其进行为期3个月的认知心理教育;2个班(60人)作为对照组不做任何干预。用心身症状自评量表(SCL-90)、简易应对方式量表及社会支持量表对教育效果进行评价。结果在SCL-90中强迫、焦虑等4项实验组后测分值显著低于前测及对照组后测相应分值。在应对方式、社会支持量表中积极应对、主观支持和支持利用度等项,实验组后测分值显著高于前测及对照组后测相应值。对照组后测与前测分值比较差异均无显著性。结论认知心理教育在维护和提高大学生心理健康水平,改善其应对方式和提升社会支持程度方面有良好的作用。
Objective To explore the role of cognitive psychology education in improving mental health status of college students and related influencing factors, and to provide effective measures to improve the mental health of college students. Methods Two freshmen (60 students) were randomly selected as the experimental group, and their cognitive psychology education was conducted for 3 months. Two classes (60 persons) served as the control group without any intervention. The evaluation of educational effect was made by using SCL-90, simple coping style scale and social support scale. Results SCL-90 in the forced, anxiety and other four experimental group after the score was significantly lower than the previous test and control group after the test scores. In the coping style, the social support questionnaire actively responded, the subjective support and the support utilization and so on, the test group post-test score was significantly higher than the pre-test and the control group post-test corresponding value. There was no significant difference between the control group and the former score. Conclusions Cognitive psychology education plays a good role in maintaining and improving the mental health of college students, improving their coping style and promoting social support.