摘要
目的了解体验式学习对大学生心理健康的影响,为改善大学生心理健康状况提供依据。方法采用问卷调查法、观察法、数理统计等方法,将分层整群抽取的河南教育学院259名学生随机分为实验组和对照组,实验组进行体验式学习。内容包括场地项目(单杠、大挪移、孤岛求生、信任背摔、篝火晚会、跨越断桥、曲径行走等)和野外项目(定向运动、野外生存、丛林穿越、野外露营等),每次训练时间8～16 h,共计训练6次,持续时间为3个月。对照组只进行正常上课和休息。结果实验组和对照组实验前SCL-90的9个因子得分差异均无统计学意义(P值均>0.05)。实验后实验组与对照组相比,强迫症状、人际关系敏感、抑郁、焦虑、敌对、恐怖和精神病性7个因子得分差异均有统计学意义(P值均<0.05),且实验组该7个因子分实验前、后差异均有统计学意义(P值均<0.05);对照组实验前、后SCL-90的9个因子差异均无统计学意义(P值均>0.05)。男生组和女生组上述7个因子得分变化差异均无统计学意义(P值均>0.05)。结论体验式学习对改善大学生的心理健康具有积极的作用。性别不是体验式学习对大学生心理健康的影响因素。
Objective To study the effect of experiential learning on university students＂ psychological health, and to provide evidence for the improvement. Methods By using the methods of questionnaire survey, observation and mathematical sta- tistics, 259 students were divided into experimental group and control group. Experiential learning （ including court projects and field projects ） was given to the experiment group. Results All the nine factors of SCL-90 had reduced, besides the somatization and terror which two factors had no statistic significant differences, other seven factors （ i. e. force symptom, interpersonal relation- ship sensitive, despondent, anxious, hostile, terror, neurosis nature ） had statistical significant difference （ P〈0.05 ） ; The different sex experimental group and the control group SCL-90 test results show that besides somatization and paranoid, no statistical signifi- cant difference was found in the control group（ P〉0.05）. There was no statistical significant difference both in the male and the fe- male group（P〉0.05）. Conclusion The experiential learning have the positive function to improve university students＂ psycho- logical health. The gender is not the influencing factor of the experiential learning for university students＂ psychological healthy.
出处
《中国学校卫生》
CAS
北大核心
2013年第1期37-39,共3页
Chinese Journal of School Health
关键词
精神卫生
干预性研究
学习
学生
Mental health
Intervention studies
Learning
Students
