应激源对青少年行为问题的影响:心理韧性的中介作用
文献类型：学位论文
| 作者 | 谭红玉 |
| 答辩日期 | 2023-06 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张雨青 |
| 关键词 | 应激源 心理韧性 行为问题 中小学生 中介效应 |
| 学位名称 | 理学硕士 |
| 学位专业 | 健康心理学 |
| 其他题名 | Stressors on Adolescent Behavioral Problems: Mediation of Psvchological Resilience |
| 中文摘要 | The transitional stage of primary and secondary schools is a critical period for the development of adolescent mental health and behavioral norms. The establishment and development of mental resilience plays an important role in explaining the behavioral problems that may occur after adolescents encounter stressors. In order to explore the possible mechanism of adolescent resilience in the process of stressors' influence on behavioral problems, and explain the mechanism from the perspective of the subdimension of psychological resilience, in this study, questionnaires were conducted among primary and middle school students using the stressor scale, adolescent resilience Scale and child behavior scale, and SPSS software was used for data analysis. AMOS software builds mediation models. In addition, in order to effectively and targeted improve the level of mental toughness of primary and middle school students, so as to reduce the probability of behavioral problems, and help them to adapt well and grow healthily in the face of various stressors, this study attempts to use group psychological counseling as an intervention means to conduct an 8-week intervention experiment on the mental toughness of primary and middle school students. A control group with no intervention was taken. Study 1 surveyed 353 primary and secondary school students and their parents by means of questionnaires to explore the mechanism of resilience and its dimensions between stressors and behavioral problems, establish a relationship model, and determine more effective dimensions to explain this mechanism. The results showed that: 1) stressors, resilience and behavioral problems were significantly correlated, and in the sub-dimensions of resilience, except for the insignificant correlation between positive cognition and behavioral problems, the correlation between other subdimensions and stressors and behavioral problems was significant. 2) Stressors in the process of adolescent growth can positively predict their behavioral problems, that is, the more stressors, the more behavioral problems; 3) In the analysis of the mechanism of action of psychological resilience, the experiment found that psychological resilience played a complete mediating role in the process of the influence of stressors on behavioral problems, especially the emotional control dimension of psychological resilience, that is, the more stressors adolescents have, the lower the psychological resilience, the worse the emotional control ability, and then the more behavioral problems. In the second study, 18 primary and middle school students who participated in the first study were given mental toughness intervention by means of group psychological counseling, and 20 primary and middle school students were randomly selected as the control group. The group counseling was conducted for a total of 8 times at a fixed time every week for 90 minutes each time, and the mental toughness of the subjects was measured again after all 8 interventions. To explore whether psychological toughness can be significantly improved after intervention. The results showed as follows: 1) Compared with the control group, the psychological toughness of the intervention group was significantly improved in the post-test compared with the pre-test, and the interaction between the group and the measurement time point was significant in that the psychological toughness of the participants after the intervention was significantly improved in the post-test. 2) Compared with the control group, the difference of mental toughness before and after measurement was significantly higher in the intervention group, and the degree of improvement in mental toughness was greater, especially in the dimensions of emotional control and family support. Therefore, through two experiments, this study found that the mental toughness of primary and secondary school students can play an intermediary role in the process of stressors' influence on their behavior problems. The emotional control dimension of mental toughness also explains this intermediary process, that is, the stimulation of stressors on adolescent behavior problems has an impact by reducing their mental toughness. And it mainly reduces the emotional control in resilience. Follow-up intervention experiments in the form of group psychological counseling can effectively improve the mental toughness of adolescents, which is mainly reflected in the improvement of the scores of adolescents' emotional control dimension and family support dimension. |
| 英文摘要 | 中小学衔接阶段是青少年心理健康和行为规范发展的关键时期，心理韧性的建立和发展，在解释青少年遭遇应激源后可能出现的行为问题上具有重要意义。为探究青少年心理韧性在应激源影响行为问题过程中可能存在的作用机制，并从心理韧性子维度的角度解释这一作用机制，本次研究我们使用应激源量表、青少年心理韧性量表和儿童行为量表对中小学生进行问卷调查，使用sPSs软件进行数据分析，AMOS软件建立中介模型。此外，为有效且有针对性地提高中小学生心理韧性水平，从而降低行为问题出现概率，帮助他们在面对各类应激源时仍然能够良好适应、健康成长，本研究尝试采用团体心理辅导作为干预手段，对中小学生的心理韧性进行为期8周的干预实验，并采取不实施干预的空白组作为对照。 研究一以问卷调查的方式对353名中小学生及其父母进行调查，探究心理韧性及其各维度在应激源与行为问题之间的作用机制，建立关系模型，并确定更为有效的心理韧性子维度对这一作用机制进行解释。结果显示:1)应激源、心理韧性和行为问题三者之间均显著相关，且在心理韧性的子维度上，除积极认知与行为问题之间相关不显著之外，其他子维度与应激源和行为问题的相关性均显著;2)青少年成长过程中的应激源能够正向预测其行为问题，即应激源越多，行为问题越多;3)在心理韧性的作用机制分析中，实验发现心理韧性在应激源影响行为问题的过程中起到完全中介作用，尤其是心理韧性的情绪控制维度，即青少年的应激源越多，导致心理韧性越低，情绪控制能力越差，进而产生更多行为问题。 研究二采用团体心理辅导的方式对18名参与过研究一的中小学生进行心理韧性干预，另随机抽取20名中小学生作为对照组，团体辅导共8次，在每周的固定时间进行，每次90分钟，8次干预全部结束后再次测量被试的心理韧性，以探究干预后心理韧性是否能够得到显著提高。结果显示:1)相比于对照组，干预组的心理韧性在后测时较前测有了显著提高，且组别与测量时间点的交互作用显著性主要体现在，经过干预的被试在后测时心理韧性有了显著提高;2)相比于对照组，干预组的心理韧性前后测差值显著更高，心理韧性得到改善的程度大得更多，尤其表现在情绪控制和家庭支持维度。 因此，本研究通过两项实验发现，中小学生的心理韧性，能够在应激源影响其行为问题的过程中起到中介作用，其中，心理韧性的情绪控制维度，又解释了这一中介过程，即应激源对于青少年行为问题的激发，是通过降低其心理韧性而产生影响的，且主要是降低了心理韧性中的情绪控制能力而发挥作用。后续通过团体心理辅导形式的干预实验，可以有效改善青少年心理韧性，这一改善作用主要体现在对青少年情绪控制维度和家庭支持维度得分的增益上。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45140]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 谭红玉. 应激源对青少年行为问题的影响:心理韧性的中介作用[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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