结构式写作应对高中生心理压力源的干预研究

Effect of Structured Writing Paradigm on Coping with Stressors of High School Students

目的考察结构式写作对高中生心理压力源干预的有效性。方法以结构式写作处理50名高中生的150例心理压力事件,在干预前、干预3天和2周后被试完成情绪自评量表测评。结果①在150例心理压力事件中,学业类事件有88例(59%),课外类事件有40例(27%),情感类事件有12例(8%),其他类事件有10例(6%);②干预3天后被试的正性情绪分较干预前有显著差异(t=16.45,P<0.05);③干预3天后被试的负性情绪分较干预前有非常显著差异(t=1.07,P<0.01);④干预3天后被试的情绪总分较干预前有明显差异(t=15.99,P<0.05);⑤干预2周后被试的正性情绪分(t=17.84,P<0.05)、负性情绪分(t=8.45,P<0.01)和情绪总分(t=20.01,P<0.01)较干预前有显著差异。结论结构式写作对高中生心理压力源具有积极干预效应。

Objective To explore the effect of structured writing paradigm on coping with stressors of high school students.Methods Collect 150 life events written by 50 students,They were investigated by PANAS before structured writing paradigm and after three days or two weeks.Results ①In all of 150 events,the proportion of school work events,emotional events,extracurricular events and the other were 59%,27%,8% and 6%.②Scores of positive emotion changed significantly after three days（t=16.45,P〈0.05）,③Scores of negative emotion changed significantly after three days（t=10.7,P〈0.01）,④Scores of emotion changed significantly after three days（t=15.99,P〈0.05）,⑤Scores of positive emotion（t=17.84,P〈0.05）,negative emotion（t=8.45,P〈0.01） and emotion（t=20.01,P〈0.01） changed significantly after two weeks.Conclusion Effect of structured writing paradigm in coping with stressors of high school students is significantly effective.