【摘要】 目的探讨心理健康教育显性课程对大学生健康认知与行为的影响,为大学生心理健康教育提供实证依据。方法以某高校大一学生为实验对象进行自然教学实验,然后采用两阶段分层随机抽样方法抽取88名被试,进行健康认知与行为问卷调查。结果被试健康认知与行为的前、后测结果差异有统计学意义;被试健康认知前、后测结果无显著性别和专业差异,健康行为前、后测结果的性别和专业差异有统计学意义;健康认知与行为后测结果的教师教学效果差异无统计学意义。结论心理健康教育显性课程能够明显改善大学生的健康认知与行为,但对健康认知和健康行为的影响并不同步。更多还原

【Abstract】 Objective To study the effect of explicit curriculum about mental health education to university students’ health cognition and behavior,and to provide empirical basis for university students mental health education.Methods The froshes of a university participated in the natural instruction experiment,and two questionnaires about health cognition and behavior were taken among 88 subjects who was selected by two-stage stratified random sampling.Results Subjects’ health cognition and behavior had significant differences before and after explicit curriculum,and there was significant differences between gender and profession in health cognition,but it wasn’t found in health behavior.There wasn’t significant differences between different teachers’ educational effect.Conclusion Explicit curriculum of mental health education can improve university students’ health cognition and behavior,but the effect is not synchronized between health cognition and behavior.更多还原