大学生心理素质的特点和影响因素——基于对大学生线上调查数据的分析

良好的心理素质是制约学生心理健康、学业和社会性发展的关键因素。基于对在校大学生的在线调查数据,系统考察我国当代大学生心理素质的现状特点和影响因素,发现大学生心理素质总体上正向积极,但各维度发展不均衡。其中,个性品质发展良好,认知品质与适应能力发展欠佳;大学生心理素质在性别、年级、地区、家庭居住地以及有无留守儿童经历等方面均存在显著差异;学校、家庭以及同辈群体是影响大学生心理素质形成和发展重要的近端环境因素;大学生心理素质显著影响其心理健康、社会适应和学业发展,对大学生整体发展起着内在基础性作用。培养大学生健全良好的心理素质,应充分认识心理素质对学生发展的重要基础性作用,重视大学生心理素质发展的群体特点与个体差异,贯彻因材施教策略,充分发挥同辈群体的积极教育功能。     

艺术类与非艺术类大学生人格特质的比较研究

运用Y-G人格测验量表对艺术类大学生与一般大学生的人格特质进行了对比研究.结果表明，两类群体具有很多共同的优秀品质——自信、乐观向上、精力充沛、积极进取；但二者在循环性方面存在显著差异.在循环性、主观性、非合作性等人格特质方面，艺术类女大学生与一般女大学生存在显著差异；两类群体的人格类型均以稳定积极性和混合型居多.因此，对艺术类大学生应注意加强良好的心理素质教育，如合作意识、较高的挫折承受力等.     

贫困女大学生心理健康状况的调查与思考

贫困女大学生是高校学生中的特殊群体,对她们进行家庭经济状况与消费现状、学习现状、职业生涯规划、自我意识、人际交往和恋爱观等方面的调查,了解她们的心理健康状况,对贫困女大学生的心理健康教育工作具有重要的指导意义。健全贫困生资助体系,加强贫困女大学生的心理健康教育,建立其心理健康档案,引导其树立正确的贫困观,重视其职业生涯规划教育,是提高贫困女大学生心理素质的重要举措。     

浅谈女大学生职业心理素质的培养

职业心理素质是指以自我职业发展为核心,由积极的价值观所主导的由智力因素和非智力因素有机结合的复合整体,是贯穿人的素质各部分主观能动地在自身职业道路上取得持续的、长远的发展的内部根据。职业心理素质是思想道德素质、成才观以及价值观的基础和核心。女大学生作为特殊的群体,面临着更为复杂的环境和机遇,其内心的各种冲突、矛盾和失衡往往比男生更为复杂、强烈和隐蔽。所以必须准确把握女大学生职业心理的特点和规律,为女大学生提供针对性强的指导和教育,以促进女大学生健康成长与成才。     

大学生特殊群体心理现状调查与对策分析

本文通过对1897名大学生的问卷调查,提出高校存在四类大学生特殊群体,并探析不同特殊群体的心理状况及产生原因,从而有针对性地对高校大学生特殊群体的心理健康教育对策进行了探索和研究,以期提高大学生的心理素质。     

当代大学生价值取向和心理素质的现状分析——基于武汉地区6所高校的问卷调查

当代大学生的价值取向和心理素质,伴随着各种思潮,正以多元化的方式逐步形成。基于大学生价值取向与心理素质的问卷调查,以当代大学生价值取向和心理素质的现状分析为切入点,通过对现状的研究分析,指出存在的问题,尝试揭示原因并找到解决问题的方法,以帮助大学生树立正确的价值取向,并为关注大学生的群体提供意见和参考。     

高校女大学生心理素质分析与对策

根据当代女大学生自身的条件，按不同类型综合分析了女大学生的心理素质特点，针对其心理素质特点提出了具体对策。     

促进女大学生发展的教育策略的研究与实践

目前大量的研究证明：女大学生群体的心理健康水平明显低于男大学生群体,也明显低于普通女性群体,严重阻碍了女大学生的发展。女大学生作为中国知识女性中最年轻、最富有朝气的一部分,肩负的历史责任更加重大。本文在对女大学生心理特点进行研究的基础上,分析了影响女大学生发展的原因,探讨了针对女大学生这一特殊群体的教育策略,并在实践的基础上进行了总结。     

加强大学生心理素质的培养

大学生是社会中的一个特殊群体 ,大学生心理素质问题不仅关系到其个人的生活、学习、工作和身心健康 ,也关系到中华民族素质的提高 ,关系到社会的发展与未来。因此 ,加强大学生心理素质的培养是非常重要的     

对大学生心理素质教育问题的调研分析

心理素质是素质教育的重要组成部分,全面提高学生心理素质,不断加强心理健康教育,符合社会发展对人才素质的要求。随着高等教育大众化的发展,越来越多的青年人可以进入到高校接受教育,这使学生群体的情况变得更加复杂,学生心理问题向多元化和多极化发展。针对目前大学生心理健康的现状,采用多种形式,增强大学生的心理素质,对全面提高大学生的素质发挥着积极作用。     

Parental Psychological Distress,Parent - Child Relationship Qualities,and Child Adjustment: Direct,Mediating, and Reciprocal Pathways

Objective. The purpose of this study was to explicate the role of parenting qualities of acceptance, psychological autonomy, and firm control in the link between maternal and paternal psychological distress and youth adjustment problems. Design. A community sample of 277 families provided information about parental psychological distress, parenting qualities, and child adjustment via mother, father, and child questionnaire ratings. Results. Direct associations among the variables were consistent with predictions. Mediation processes were identified using structural equation modeling. Specifically, parental acceptance and psychological autonomy served as mediators of the association between parental psychological distress and child problems, whereas firm control did not mediate the direct associations. Conclusions. Drawing on a developmental psychopathology perspective, this study's results indicate that the link between mother and father psychological distress and child adjustment problems is accounted for, in part, by parental acceptance and psychological autonomy than by behavioral control. Alternative pathways among these family processes also received empirical support.     

Shame, guilt, symptoms of depression, and reported history of psychological maltreatment

OBJECTIVE: The purpose of the present study was to provide preliminary data extending earlier research on shame and guilt, examining their relationships both to symptoms of depression and to psychological maltreatment. Symptoms of depression were expected to correlate positively with shame, but not with guilt. Psychological maltreatment was also expected to correlate positively with shame. The relationship between psychological maltreatment and guilt was examined on an exploratory basis. METHOD: Two hundred and eighty participants from a public community college and a private university completed scales assessing shame, guilt, depression, and history of childhood psychological maltreatment. Pearson correlations were conducted with all data. RESULTS: Results indicated that symptoms of depression were positively correlated with both shame and guilt. Partial correlations were then conducted in which the linear effects of shame were removed from guilt. In this latter analysis, guilt was no longer positively correlated with symptoms of depression. Psychological maltreatment was also positively correlated with depression and with shame, but not with guilt. CONCLUSIONS: These results highlight the significance of psychological maltreatment in the relationship to the self-conscious emotions of guilt and shame. As in earlier studies, shame has been consistently correlated to poor psychological functioning, while guilt appears to be relatively unrelated to pathological functioning.     

论心理训练的内容和训练模式以及实施方法

纵观经济发达国家心理训练的发展历史,心理训练的内容、训练模式和具体实施方法一直是心理训练的核心问题。本文依据心理学的基本理论,从基础心理品质、个性心理品质和心理健康标准等方面全面阐述了心理训练的内容,并在此基础上,结合经济发达国家心理训练的发展概况,对国内外心理训练模式的三大发展趋势进行了归纳性总结。最后,结合心理训练的内容,对如何进行心理训练的操作方法进行了具体分析和介绍。寄希望对不同领域的职员人员心理选拔、专业训练和自我教育发挥导向作用,为我国心理学专家在吸纳和借鉴国外先进理念与技术的基础上,创建规范、标准、科学、系统和有效的心理训练体系,提供理论参考依据。     

论高职心理教育的原则、方法和途径

从高职心理教育过程分析可以发现,高职心理教育与普通学校心理教育有共同方面,也有独特之处。作为学校心理教育的一种,高职心理教育也有自己必须坚持的原则。高职心理教育的基本原则具有较强的针对性,心理教育的方法和途径也表现出明显的高职教育特色。     

关于高职学生心理素质的思考

通过对高职学生心理素质状况的调查与研究,对造成高职学生心理问题的原因进行了分析。认为影响高职学生心理健康的因素主要有学习、经济、情感、就业等方面,并据此提出多项措施:指导学生正确表达自己的情绪体验;帮助学生学会沟通;积极开展心理咨询与疏导;要求学生加强自我修养,形成良好的个性品质等。以此来提高高职学生的心理素质,促进学生全面发展。     

学校朋辈心理咨询员的选拔、培训与评估

在学校开展朋辈心理咨询对促进学校心理健康教育具有重要意义,是对专业心理咨询必要的和有效的补充。开展朋辈心理咨询的关键在于怎样选拔和培训朋辈心理咨询员。本文结合实践工作对朋辈咨询员的选拔、培训、评估方式以及对朋辈心理咨询员的素养问题进行了阐述。     

Teacher–student relationships,psychological need satisfaction,and happiness among diverse students

Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs.     

Length of Residence,Cultural Adjustment Difficulties,and Psychological Distress Symptoms in Asian and Latin American International College Students

The authors examined cultural adjustment and psychological distress issues in 190 Asian and Latin American international college students. Findings revealed that Latin American students reported higher levels of psychological distress than did their Asian peers. Moreover, length of residence in the U.S. was negatively associated with psychological distress symptoms, and acculturative distress and intercultural competence concerns were positively related to psychological distress in both groups. Implications of the findings are discussed.     

浅谈高校贫困生心理问题状况及其成因、对策

高校贫困生是大学生中的特殊群体,通过对高校贫困生的正面心理和负面心理的状况调查,从家庭、社会、学校文化教育、自身心理素质四方面分析了高校贫困生心理问题的成因,提出了解决高校贫困生心理问题的对策,从而将此项工作推上一个新的台阶.     

Help-Seeking Experiences and Attitudes among African American, Asian American, and European American College Students

The study examined African American, Asian American, and European American college students’ previous direct and indirect experiences of seeking professional psychological services and related attitudes. Survey data were collected from 254 European American, 182 African American and 82 Asian American college students. Results revealed that fewer African American and Asian American college students had sought professional psychological services, knew someone who had sought psychological services, and knew a close person who was diagnosed with a psychological disorder, relative to European American students. Furthermore, African American and Asian American participants showed less favorable attitudes on a variety of help-seeking attitudes, compared to the European American group.