【作者】 李笑燃；

【导师】 陈中永；

【作者基本信息】 内蒙古师范大学 ， 应用心理学， 2015， 博士

【摘要】 培养大学生心理健康的自我教育能力是高校学生心理健康教育的终极目标,而培养大学生心理健康的自我教育能力本质在于提高大学生的心理自助能力,使其在遇到心理应激、心理困扰或心理压力时能够积极主动地进行心理自助。我们认为,心理自助是积极的内在自我,是个体根据自身心理发展需要,在自我意识的主导下,整合内外资源进行积极调控、积极适应和积极提升,以维护心理健康、实现心理和谐、促进心理成长的内在机制或积极品质。而把这种在社会化过程中获得的积极应对、调节、提升的意识和能力,称为心理自助能力。从大学生的心理发展特点来看,他们已具备较高水平的自我意识,对心理自我、社会自我内容有较为强烈的关注以及较为全面的认识,同时他们还具备一定的自我调节能力和问题解决能力,能够通过自己的努力独立解决自身成长与发展过程中的诸多问题。总而言之,大学生具有良好的心理自助的条件、资源与能力。然而,目前关于大学生心理自助方面的研究十分薄弱,主要停留在理论阐述和建构方面,相关研究缺乏系统性与实证性。对于大学生心理自助的本质内涵、结构维度、功能特点以及它与大学生心理健康、社会适应、生活满意度等关系的研究更是极其少见。因此,无论是从大学生心理健康教育实践,还是从心理自助研究的理论建构层面来讲,开展大学生心理自助研究都具有非常重要的意义和价值。本研究是在积极心理学关于“积极人格”理论的指导下,对大学生心理自助进行的一次积极且比较系统深入的探索。具体内容包括以下四个方面:一是文献综述。对心理自助、心理健康、自我调节、情绪管理、社会适应、生活满意度等概念进行解析,对大学生心理自助的国内外研究现状进行了综合阐述,从西方心理学的新精神分析主义心理学、认知行为主义心理学、人本主义心理学、积极心理学以及中国传统养生、养心文化与哲学思想中探求“心理自助何以可能”的心理学理论基础,提出了“心理自助是积极的内在自我”的基本主张,对心理自助的本质和内涵进行了明确界定。二是大学生心理自助的理论建构与量表编制。综合运用半开放式问卷调查、内容分析、探索性因素分析、验证性因素分析等方法进行“心理自助是以为何”的理论建构,确定并验证了大学生心理自助量表的结构维度,编制出研究大学生心理自助能力和水平的有效测量工具。三是大学生心理自助特点及相关研究。选取915名在校大学生为研究样本,利用自编《大学生心理自助量表》、《健全人格取向大学生心理健康量表》、《中国大学生适应量表》、《大学生生活满意度量表》、《大学生生活事件量表》对大学生心理自助的特点,以及大学生心理自助与心理健康、社会适应、生活满意度和生活事件的关系进行了研究。四是大学生心理自助培养促进的干预性实证研究。基于“认知——行为干预疗法”的基本理论方法,对大一新生的适应性问题设计了有指导的心理自助干预实验。使用自编《大学生心理自助量表》和《中国大学生适应量表》对筛选出的100名低适应的大一新生进行为期10周的“有指导心理自助干预实验”研究。通过以上研究,得出如下结论:1.“心理自助是积极的内在自我”这一基本主张符合当代积极心理学的思潮,有着深厚的学理基础,有助于通过大学生心理健康的自我教育提高其心理自助能力和水平,进而达到增强心理素质和增进心理健康的目的。2.大学生心理自助量表由积极自助观、自我调控、自我独立性、自我行动力、自我反思与评价、自我整合力、自我灵活性、自我责任感、自我激励9个因子作为结构维度,共由37个题项构成,其内部一致性信度系数为0.92,与心理弹性的效标效度为0.54。多方法的信效度检验表明,该量表具有良好信效度,可以作为大学生心理自助研究的测量工具。3.大学生心理自助存在显著的民族差异、性别差异与年级差异。4.大学生心理自助能力能够有效预测大学生的社会适应性与心理健康水平。5.社会适应在大学生心理自助对心理健康的影响过程中起着完全的中介作用。6.大学生心理自助与生活满意度呈显著正相关。同时,大学生心理自助对大学生生活满意度和生活事件有显著的调节作用。7.有指导的心理自助干预能够有效促进大一新生深化自我认识,增强心理自助的意识和责任感,并且能够显著提高大一新生的心理自助水平和社会适应水平。8.从对大学生心理自助的研究可知,人人都有心理自助的需要,人人都有心理自助能力,人人都能够实现心理自助。总之,本研究坚持理论探索与实证研究相结合、立足中国与借鉴西方相结合、发扬传统精神与适应现代需要相结合,采用多方法、多视角、较为全面系统地探讨了适合于中国大学生心理自助的理论基础、本质内涵、结构维度、活动过程和心理机制,在对大学生心理自助进行理论建构的基础上编制了大学生心理自助量表,为研究探讨大学生心理健康水平和心理自助能力提供了有效的测量工具,为深入开展大学生心理自助研究和心理健康教育工作奠定了坚实的基础;进行大学生心理自助特点及相关研究,有力地揭示出大学生心理自助的特点和规律,积极探求心理自助的作用机制,为制定心理教育和心理干预措施提供了参考依据;同时开展心理自助干预实验,进行了心理自助能力和心理适应水平提升效果研究,达到更好地培养大学生良好心理素质和促进心理健康的目的。本研究在理论观点、研究方法和研究结果等方面都具有一定的创新性。首先是理论观点的创新。坚持心理学的积极取向,提出“心理自助是积极的内在自我”的主张,认为其具有积极的自我意识和自我建构性,追求自我实现并不断成长成熟,努力使自己成为“自己想成为的人”,强调重视发挥个体内在因素特别是主观能动性在适应与发展中的重要作用。这一基本主张,不仅在理论上具有较高的整合性与统摄力,较好地将心理弹性、自我调节、自我决定论的相关思想与理念整合到积极人格的框架中,有助于构建积极有效、丰富立体的心理自助体系,而且在教育实践层面也彰显出强大的能动性与生命力,有助于大学生最大限度地挖掘自身潜能,增强维护心理健康的积极性、主动性和创造性。其次是研究方法和手段的创新。综合运用理论建构、实证检验和干预实验等研究方法,并自编测量工具,使用目前国际上较为流行的“bootstrap”分析法等比较先进的统计分析技术,全面系统地研究探讨了心理自助及其相关问题。第三是取得了丰富的研究成果。首次编制了《大学生心理自助量表》这一有效的测量工具,还发现了大学生的社会适应在大学生心理自助对心理健康的预测与影响中起着显著的中介作用,通过有指导的心理自助干预实验证明了提升大学生心理自助水平与社会适应水平的有效性,对于深入系统地开展大学生心理健康教育具有非常重要的指导意义。更多还原

【Abstract】 The ultimate aims of mental health education for college students are to develop their self-education abilities to prevent and deal with mental health problems independently, as well as developing their recovery abilities to maintain good mental health state. The self-education process requires individuals to change, to improve, and to integrate their internal motivation, cognition, emotion and experiences through a series of self-directed efforts and activities. Thus, an aspect of the essence of mental health education is to develop individuals’ ability of mental self-help.As far as the general psychological characteristics of College Students, they have a high level of self consciousness for their mental state, mental problems. Also, they have a given level of self adjustment ability to copy with all kind of problems about growth up and developments. These facts suggest that college students have abilities, resources and conditions to launch mental self-help education. However, we find that the current empirical researches on college mental self-help are very weak in China, mainly staying in the theory and construction aspects. Only did some related scattered researches were reported and little study addressed following issues: “the essential connotation, structural dimensions and functional characteristics of college students’ mental self-help, and its relationship with mental health, social adaptation and life satisfaction.”Under the perspective of positive personality in positive psychology, this doctoral thesis addressed an in-depth exploration on the college students’ mental self-help. The concrete contents include in the following four aspects:Section 1 is the literature reviews. Firstly, the concepts of mental self-help, mental health, self-regulation, emotion management, social adaptation and life satisfaction were thoroughly analyzed and compared. In the second, the research status quo of college students’ mental self-help was comprehensively elaborated at home and abroad. In special, the theoretical basics that human possess mental self-help ability naturally were reviewed from the new psychoanalysis, cognitive behavioral psychology, humanistic psychology and positive psychology, as well as Chinese traditional culture of health and philosophy thoughts. Then, a basic theoretical proposition that mental self-help is a positive inner-self was abstracted based on above analysis.Section 2 is the theoretical construction and scale composition of the college students’ mental self-help. The methods of half-open questionnaire investigation, content-analysis were used to form the theoretical structure of mental self-help. Exploratory factor analysis and confirmatory factor analysis were used to identify and verify the structural dimension of the college students’ mental self-help scale(CSMSS). Multi-methods tests suggested that CSMSS is an effective measuring tool to study college students’ mental self-help.Section 3 is studies on characteristics of college students’ mental self-help and some relative researches on social adaptation, life satisfaction. Five psychological scales, including CSMSS, the Mental Health Scale with a Healthy Personality Orientation for College Students(MHS), China College Student Adjustment Scale(CSAS), College Student’s Life Satisfaction Scale(LSS), Life Events Scale(LES), are used to investigate the characteristics of the college students’ mental self-help. Besides, the relationships among mental health, social adaptation, life satisfaction, life events and college students’ mental self-help were studied.Section 4 is an empirical study on College Students’ mental self-help intervention. Based on the theory of Cognitive-behavior intervention therapy, 100 freshmen with the lowest adaption, whom were selected by CSMSS and CSAS, were required to participate in the empirical intervention study of mental self-help with guidance for 10 weeks.The following were the conclusions in the study:1.The basic theoretical proposition that mental self-help is a positive inner-self was put forward in the study, which is in line with the contemporary ideological trend of positive psychology. It will have some profound implications for further theoretical studies and educational practices. It implies that college students have positive potential to help themselves and to improve their psychological quality and mental health.2.The college students’ mental self-help scale(CSMSS),with 37 items, 9 factors, was constructed and tested. The internal consistency reliability coefficient of the 9 factors(positive view of self-help, self-regulation, self-independence, self-action, self-reflection and evaluation, self-integration, self-flexibility, self-responsibility and self-motivation) is 0.92, and the criterion validity to psychological elasticity is 0.54. Multi-methods tests suggest that CSMSS has good reliability and validity, which can be used as an effective tool to study College Students’ psychological self-help.3.Significant differences in nationality, gender and grade exist in the college students’ mental self-help.4.College student’s mental self-help can significantly predict their social adaptation and mental health.5.College students’ social adaptation played a full mediating role between their mental self-help and mental health.6.College students’ mental self-help is positively correlated with their life satisfaction. Meanwhile, college students’ mental self-help has a significant moderating effect on life events and life satisfaction.7.Psychological intervention with limited guidance on mental self-help significantly improved the level of social adaptation of the freshmen.In conclusion, this study systematically explored the theoretical basis, essential connotations, structural dimensions and psychological process and mechanism of Chinese college students’ mental self-help, which were organically integrations of positive thoughts of self-help on ancient, modern, eastern, and western. Based on the theoretical constructing, an effective measurement tool, the college students’ mental self-help scale(CSMSS) was achieved to study college students’ mental health and mechanisms of college students’ mental self-help on social adaptation, life satisfaction, life events. In addition, mental self-help intervention experiment was carried out to improve college students’ self-help ability and psychological adaptation.Some innovations embodies in research perspective, theoretical standpoints, and research results. First of all, the basic theoretical proposition that mental self-help is a positive inner-self has a certain theoretical innovation. It integrated related ideas and concepts like mental flexibility, self adjusting and self determinism into the framework of positive personality, trying to build up “mental self-help” as a more integration theoretical concept. The positive proposition of mental self-help highlights strong vitality in educational practice, having inner self-help motivation and potential to encourage students to try to resolve problems by themselves. Secondly, some advanced statistical methods and technology were used and a series of significant results were found in the study, which will provide valuable theoretical guidance in the advance of college students’ mental health education.更多还原