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目的:了解残障大学生校园体育参与的压力源与自我效能感的现状及关系,对其进行积极心理调适提供依据。方法:采用自制的残障大学生体育参与心理压力问卷及一般自我效能感量表对南京部分高校60名残障大学生进行测查。结果表明:在高校体育推进残健融合的今天,残障大学生校园体育参与的心理压力主要来自于人际交往、学校环境、安全与健康及刻板印象威胁等4个方面;一般自我效能感总均分为(2.48±0.43)分,显著低于常模(P<0.01),结论:残障大学生校园体育参与压力源与自我效能感呈负相关。高校体育推进残健融合应针对残障大学生体育参与压力源特点,通过有效方法和途径,提高其自我效能感,减轻残障大学生校园体育参与的压力。
Objective: To understand the current situation and the relationship between the stressors and self-efficacy of disabled college students participating in physical education on campus, and to provide a basis for their positive psychological adjustment. Methods: 60 handicapped college students from some colleges and universities in Nanjing were surveyed by using self-made disabled college students’ PE participation psychological stress questionnaire and general self-efficacy questionnaire. The results show that the psychology pressure of disabled college students participating in physical education mainly comes from four aspects: interpersonal communication, school environment, safety and health and the threat of stereotype. At present, the general self-efficacy is divided into (2.48 ± 0.43) points, which was significantly lower than that of the norm (P <0.01). Conclusion: There was a negative correlation between the stress source and self-efficacy of disabled college students. In order to promote the integration of disabled students in physical education at colleges and universities, aiming at the characteristics of stressors of disabled students participating in physical education, through effective methods and approaches, it can enhance the sense of self-efficacy and reduce the pressure of physical activity participation of disabled students on campus.