摘要
目的 研究积极的心理干预(团体辅导及个体心理咨询、心理治疗)对大学生学习成绩的影响。方法 从湖北民族学院大学生中抽取实验组、对照组各100名,实验组采用上述综合的心理干预模式进行为期一年的干预,对照组则为空白对照,以艾森克人格问卷(EPQ)、症状自评量表(SCL-90)、大学生生活事件量表、总体幸福感量表(GWB)、自我和谐量表(SCCS)、社交回避及苦恼量表(SAD)为评估工具,在实验前、后对两组进行测查。结果 干预后,实验组P(精神质)分(45.2±9.6)低于对照组(48.7±10.3),灵活性分(48.4±5.3)高于对照组(46.3±5.7,P<0.05),实验组E(外倾)分升高,SCL-90总分及强迫、抑郁、人际敏感、焦虑精神病性等因子分下降,(P<0.05)实验组前后对照学习成绩明显提高(P<0.05)而对照组学习成绩无明显改变(P>0.05)。结论 心理干预能帮助大学生调节心理平衡,促进心理健康发展,树立正确的学习目标,对提高学生学习效果有明显帮助作用。
Objective To explore the effect of positive psychology interference (collaborative tu-
toring and individual inquiry) on test scores of college students. Methods Experimental group
(100 students) was interferred for one year and estimated by EPQ, SCL-90,GWB,SCCS and
SAD. The result before and after the interferrence of both experimental group and control group
(100 students) were compared. Results After the interference, the P mark of experimental
group (45.2±9.6) was lower than that of the control group(48.7±10.3), agility remark (48.4
±5.3) was higher than that of control group (46.3±5.7, P<0.05). E mark of experimental
group improved while SCL-90 total and lowerd down(P<0.05). The test scores of experime-
nal group improved obviously(P<0.05) while the control group showe no change(P>05).
Conclusion Psychology interference can adjust psychology balance, improve psychology health,
set up the right goal, helps to improve the effect of study.
出处
《湖北民族学院学报（医学版）》
2004年第2期12-14,共3页
Journal of Hubei Minzu University(Medical Edition)
关键词
心理干预
大学生
学习成绩
psychology interference
college students
test scores
