高校贫困生积极心理品质发展现状及教育对策研究

On the Current Developments of Poor College Students'Positive Mental Quality and Educational Strategies

积极心理健康教育是当前高校心理健康教育的一面旗帜,积极心理品质的培养是积极心理健康教育的核心内容。量表测量表明:(1)所调查贫困大学生样本的积极心理品质总体状况良好;除认知维度差异不显著外,其他五个维度均显著高于非贫困生对照组;除两维度差异不显著外,认知维度、情感维度和节制维度高于全国常模,人际维度显著低于全国常模。(2)具体而言,在20项积极心理品质中,贫困大学生发展最好的五项品质为心灵触动、真诚、团队精神、爱与善良、希望信念,最差的五项品质为社交智慧、幽默风趣、创造力、领导能力、自制;贫困生显著高于非贫困生的品质有11项,显著高于全国常模的品质9项,显著低于全国常模的品质有6项。(3)在贫困大学生群体内部也存在着年级、性别、生源地等方面的差异。据此结果,本研究提出一些针对性的教育对策。

The cultivation of positive mental quality is the core of positive mental health education, a banner of mental health education in present colleges and universities. Relevant surveys show the following： （1） The poor college students surveyed show a generally good condition of positive mental quality; they show a significant- ly higher level of positive mental quality than the non-poor students in the five dimensions, except the insignificant difference in the cognitive dimension; except the insignificomt difference in two dimensions, they show a higher level in such dimensions as cognition, emotions and self-control, and a lower level in the interpersonal dimen- sion, than the national norm. （2） Specifically, in the 20 indicators of positive mental quality, the poor students show the best quality in soul touching, sincerity, team spirit, love and kindness, hope and faith, and the worst quality in social intelligence, humor, cl^eativity, leadership, and serf-control; they show a significantly higher level of mental quality than the non-poor students in 11 indicators; they show a significantly higher level of mental quality than the national norm in 9 indicators, and a significantly lower level of mental quality than the national norm in 6 indicators. （3） The poor students themselves show a difference in academic year, gender, and origin. Based on these results, this study puts forward relevant educational strategies.