大学适应社会认知交互训练干预研究

SCIT for college students'adjustment:a pilot study

目的对社会认知交互训练(SCIT)进行高校适应性改编,考查大学生社会认知发展与职业准备期心理社会适应的关系,将SCIT获益人群扩大至高职院校高年级大学生群体。方法抽取杭州某民办高职院校高年级第四学期大学生65名,采用抽签法将被试分为学习组(31人)和等待组(34人),干预持续8周,每周2次,每次45 min。通过大学生适应性量表(SACQ)、眼区任务、失言觉察任务和归因风格问卷(ASQ)各维度的变化评价干预效果。结果SCIT干预能显著提升学习组大学生情绪适应性,干预后2组情绪适应分差异有统计学意义(F=5.20,P=0.026);能显著改善学习组大学生归因偏差,干预后学习组在归因风格各因子偏离值上均低于等待组,2组间差异有统计学意义(P均<0.05),而等待组则未见上述差异。结论SCIT干预可通过提升大学生社会认知水平来改善其情绪适应性。

Objective To extend the utility of SCIT to Chinese private vocational and technical college students.Methods College students in the fourth semester of Grade Two were recruited,and were randomly assigned to the SCIT group(n=31)or a waiting-list control group(n=34).The SCIT group received the learning program,whereas the waiting-list group did not.All students were administered the Chinese version of the Student Adaptation to College Questionnaire(SACQ),Eyes task,the Faux pas Test,and Attributional Style Questionnaire(ASQ)at pre-and post-learning.Results There was a significant promotion in emotional adjustment to college life among students in the SCIT group(For the personal/emotional subscale of SACQ,the between-group effects was significant(F=5.20,P=0.026),along with a significant improvement in attributional bias(For the deviations to neutral variable,significant between-group effects were found on all factors with larger within-group effect sizes in the SCITgroup than the waiting-list group(P<0.05),while among those in waiting-list group there was not.Conclusion Findings indicate that SCIT is a promising practice to improve emotional adjustment among college students by way of the improvement of social cognition.