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目的探讨担任班级心理委员的动机特征及其与担任意愿的关系,为班级心理委员的选拔及相应心理健康教育体系的完善、心理咨询中心工作方案的开展提供参考。方法选取赣州市4所高校一、二年级463名班级心理委员,采用自编担任班级心理委员动机及意愿调查问卷和自编选择担任班级心理委员影响因素问卷进行调查。结果绝大多数班级心理委员担任的目的是“对心理学感兴趣(60.48%)”和“喜欢帮助别人(59.61%)”;男、女生担任意愿差异均无统计学意义(t=0.607,P>0.05);有、无精神/心理障碍的亲朋好友班级心理委员在担任愿望程度上差异具有统计学意义(t=-2.372,P<0.05);助人愿望、倾听、自我实现、人际关系、主观幸福感、尊重需要6个题目自我评分与担任班级心理委员意愿的相关性具有统计学意义(r值分别为0.253,0.156,0.269,0.154,0.159,0.130,P值均<0.01);自我实现和利他行为自评分数高,担任班级心理委员意愿更强(β值分别为0.184,0.208,P值均<0.01)。结论担任班级心理委员最主要的动机可能为助人愿望和自我实现。班级心理委员的培训和选拔应侧重于心理学兴趣培养、人际沟通训练。
Objective To explore the motivational characteristics of serving as a member of the class of psychology and its relationship with the willingness to serve, so as to provide reference for the selection of class psychologists and the improvement of the corresponding mental health education system and the development of the psychological counseling center work program. Methods A total of 463 class psychology members from Grade I and II of four colleges and universities in Ganzhou City were selected to conduct a survey using self-made questionnaire of motivation and willingness of class psychology commissioners and self-selected questionnaire of influence factors of class psychology commissioners. Results Most of the members of the class psychology committee were “interested in psychology (60.48%)” and “like to help others (59.61%)”; there was no significant difference in the wishes of boys and girls (t = 0.607, P> 0.05). There was a statistically significant difference in the level of aspirations among the relatives and friends with or without mental / psychological disorders (t = -2.372, P <0.05) Interpersonal relationships, subjective well-being, respect the need for six questions self-grading and the willingness of serving as a member of the class psychological correlation was statistically significant (r values were 0.253,0.156,0.269,0.154,0.159,0.130, P <0.01) ; Self-actualization and self-altruistic behavior self-assessment score is high, as a member of the psychological committee more willingness (β values were 0.184,0.208, P values were <0.01). Conclusion The primary motivation for serving as a class psychologist may be to help and to achieve self-fulfillment. The training and selection of class psychological committee should focus on psychological interest training, interpersonal communication training.