中职护生领悟社会支持、一般自我效能感与心理韧性的关系
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摘要
目的:调查中职护生心理韧性水平,并探讨它和领悟社会支持、一般自我效能感三者之间的关系。方法:采用领悟社会支持量表(PSSS)、一般自我效能感量表(GSES)和青少年心理韧性量表(RSCA)对1018名中职护理专业学生进行调查。结果:(1)中职护生心理韧性总分为(3.44±0.53);心理韧性总分在生源地(t=2.113,P<0.05)、年级(F=10.698,P<0.001)和学习成绩(F=21.330,P<0.001)上存在显著差异,但在性别、是否独生子女和是否单亲家庭上差异无统计学意义(P>0.05);(2)一般自我效能感、领悟社会支持总分及各维度和心理韧性总分及各维度之间均存在显著正相关(r=0.138~0.884,P<0.001);(3)一般自我效能感在领悟社会支持和心理韧性之间起部分中介作用。结论:中职护生心理韧性处于中等偏上水平,但个体差异大,部分护生韧性水平较低。可以通过加强社会支持、提升自我效能感、心理韧性训练等多种方式,提高中职护生的心理韧性水平,促进心理健康。
Objective:To investigate the level of resilience of secondary vocational nursing students and explore the relationship between resilience,perceived social support and general self-efficacy.Methods:A total of 1018 secondary vocational nursing students were investigated using the Perceived Social Support Scale( PSSS),the General Self-efficacy Scale(GSES)and the Resilience Scale for Chinese Adolescents(RSCA).Results:(1)The overall average resilience score was(3.44±0.53).There were significant differences in the overall average resilience score between students regarding birthplace( t= 2.113,P<0.05),grade( F = 10.698,P<0.001) and academic record( F = 21. 330,P < 0. 001),but there was no significant score difference between them in terms of gender,whether they are single children or whether they come from single-parent families( P>0.05).(2) There were significantly positive correlations between general self-efficacy,perceived social support and its three dimensions,and resilience and its five dimensions( r = 0.138 ~ 0.884,P<0.001).(3)General self-efficacy exerted a partial mediating effect between perceived social support and resilience.Conclusion:The level of resilience of secondary vocational nursing students is moderate. It can be improved by enhancing social support,self-efficacy,group counseling and resilience training.
Objective:To investigate the level of resilience of secondary vocational nursing students and explore the relationship between resilience,perceived social support and general self-efficacy.Methods:A total of 1018 secondary vocational nursing students were investigated using the Perceived Social Support Scale( PSSS),the General Self-efficacy Scale(GSES)and the Resilience Scale for Chinese Adolescents(RSCA).Results:(1)The overall average resilience score was(3.44±0.53).There were significant differences in the overall average resilience score between students regarding birthplace( t= 2.113,P<0.05),grade( F = 10.698,P<0.001) and academic record( F = 21. 330,P < 0. 001),but there was no significant score difference between them in terms of gender,whether they are single children or whether they come from single-parent families( P>0.05).(2) There were significantly positive correlations between general self-efficacy,perceived social support and its three dimensions,and resilience and its five dimensions( r = 0.138 ~ 0.884,P<0.001).(3)General self-efficacy exerted a partial mediating effect between perceived social support and resilience.Conclusion:The level of resilience of secondary vocational nursing students is moderate. It can be improved by enhancing social support,self-efficacy,group counseling and resilience training.
引文
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[17]蒋玉涵,李义安.高中生心理韧性与主观幸福感的关系研究[J].中国健康心理学杂志,2011,19(11):1357-1360
[18]温忠麟,张雷,侯杰泰,等.中介效应检验程序及其应用[J].心理学报,2004,36(5):614-620
[19]董丽星.中职学生心理韧性现状调查[J].职业,2016(34):94-94
[20]陈姝羽.大学生学业压力、心理弹性及生活满意度的关系研究[D].重庆:西南大学,2013
[21]张海鸥,姜兆萍.自尊、应对方式与中职生心理韧性的关系[J].中国特殊教育,2012,19(9):77-82
[22]戚亚慧,韦雪艳.不同学业成绩中职生学业自我效能感、希望特质和心理韧性的关系分析[J].职业技术教育,2016,37(14):69-73
[23]姚海娟,张忠堂.人格特征在中学生社会支持与心理韧性中的中介作用[J].中国健康心理学杂志,2014,22(1):93-96
[24]郭玉芳,李树雯,陈偶英,等.在校女护生抑郁情绪相关自我效能及主观幸福感的8周集体积极心理治疗[J].中国心理卫生杂志,2015,29(3):172-177
[25]刘旺发,蔡翥.留守儿童心理韧性与主观幸福感[J].中国健康心理学杂志,2013,21(7):1049-1050
[26]吴珏,梁晓燕.认知行为团体辅导对某中职护校学生心理韧性的干预研究[J].卫生职业教育,2017,35(14):137-138
[27]许雅青.心理弹性训练在中学心理健康教育中的应用[J].西部素质教育,2016,2(23):208-208
[28]黄辛,檀倩影,刘善景,等.心理弹性训练在高职医学生心理委员培训中的应用[J].中国学校卫生,2017,38(1):109-111
[29]左昕,彭李,汪金生,等.心理弹性训练对水面舰艇军人自我意识和应对方式的影响[J].第三军医大学学报,2013,35(15):1616-1619
[2]范晓英,于珊,郭淑娟,等.临床实习护生心理韧性及其影响因素[J].中国健康心理学杂志,2015,23(4):620-623
[3]李志凯.留守儿童心理弹性与社会支持的关系研究[J].中国健康心理学杂志,2009,17(4):440-442
[4]左昕,邹学军,于永菊,等.某部特种兵应激后成长与心理弹性、自我效能的关系:积极应对的中介效应[J].第三军医大学学报,2014,36(15):1607-1609
[5]张晗.三年制中职生领悟社会支持、一般自我效能感与心理韧性的关系研究[D].南京:南京师范大学,2015
[6]王娇.大学生自我效能感研究综述[J].青春岁月,2012,31(21):339-339
[7]贾普君.幼儿教师心理韧性与社会支持、自我效能感的现状及其关系[D].郑州:河南大学,2011
[8]孟凡锐.监狱警察一般自我效能感和社会支持与心理弹性的关系研究[J].职业与健康,2013,29(2):129-131
[9]贾婧萍.中职生心理韧性的现状调查及团体辅导研究[D].烟台:鲁东大学,2016
[10]余晓霞.中职生心理弹性、生活满意度与同伴关系的关系研究[D].桂林:广西师范大学,2017
[11]张晓雯.中职学生心理弹性现状及其影响因素的综合研究[D].太原:山西医科大学,2013
[12]Zhang J X,Schwarzer R.Measuring optimistic self-beliefs:A Chinese adaptation of the general self-efficacy scale[J].Psychologia An International Journal of Psychology in the Orient,1995,38(3):174-181
[13]Zimet G D,Darhlem N W,Farley G K.The multi-dimensional scale of perceived social support[J].Journal of Personality Assessment,1988,52(1):4-30
[14]王才康,胡中锋,刘勇.一般自我效能感量表的信度和效度研究[J].应用心理学,2001,7(1):37-40
[15]胡月琴,甘怡群.青少年心理韧性量表的编制和效度验证[J].心理学报,2008,40(8):902-912
[16]李义安,张金秀.高中生心理韧性与主观幸福感和心理健康的关系[J].中国学校卫生,2011,32(7):797-799
[17]蒋玉涵,李义安.高中生心理韧性与主观幸福感的关系研究[J].中国健康心理学杂志,2011,19(11):1357-1360
[18]温忠麟,张雷,侯杰泰,等.中介效应检验程序及其应用[J].心理学报,2004,36(5):614-620
[19]董丽星.中职学生心理韧性现状调查[J].职业,2016(34):94-94
[20]陈姝羽.大学生学业压力、心理弹性及生活满意度的关系研究[D].重庆:西南大学,2013
[21]张海鸥,姜兆萍.自尊、应对方式与中职生心理韧性的关系[J].中国特殊教育,2012,19(9):77-82
[22]戚亚慧,韦雪艳.不同学业成绩中职生学业自我效能感、希望特质和心理韧性的关系分析[J].职业技术教育,2016,37(14):69-73
[23]姚海娟,张忠堂.人格特征在中学生社会支持与心理韧性中的中介作用[J].中国健康心理学杂志,2014,22(1):93-96
[24]郭玉芳,李树雯,陈偶英,等.在校女护生抑郁情绪相关自我效能及主观幸福感的8周集体积极心理治疗[J].中国心理卫生杂志,2015,29(3):172-177
[25]刘旺发,蔡翥.留守儿童心理韧性与主观幸福感[J].中国健康心理学杂志,2013,21(7):1049-1050
[26]吴珏,梁晓燕.认知行为团体辅导对某中职护校学生心理韧性的干预研究[J].卫生职业教育,2017,35(14):137-138
[27]许雅青.心理弹性训练在中学心理健康教育中的应用[J].西部素质教育,2016,2(23):208-208
[28]黄辛,檀倩影,刘善景,等.心理弹性训练在高职医学生心理委员培训中的应用[J].中国学校卫生,2017,38(1):109-111
[29]左昕,彭李,汪金生,等.心理弹性训练对水面舰艇军人自我意识和应对方式的影响[J].第三军医大学学报,2013,35(15):1616-1619