目的:探索体验式教学对大学生心理弹性及心理适应能力的影响。方法:以2023年某校大一年级新生为对象,采取整群抽样法抽取新生488人,以班为单位设置干预组和对照组各244人。实验组开展8周体验式教学,对照组参与传统的心理健康教学。比较...目的:探索体验式教学对大学生心理弹性及心理适应能力的影响。方法:以2023年某校大一年级新生为对象,采取整群抽样法抽取新生488人,以班为单位设置干预组和对照组各244人。实验组开展8周体验式教学,对照组参与传统的心理健康教学。比较干预前后两组心理弹性和心理适应情况。结果:干预后,观察组心理弹性CD-RISC各因子得分显著升高(t = 5.15, 3.67, 2.97;P Purpose: To explore the impact of experiential teaching on the psychological resilience and adaptability of college students. Methods: A total of 488 first-year students from a certain school in 2023 were sampled using cluster sampling, with 244 students in each of the intervention and control groups. The intervention group underwent 8 weeks of experiential teaching, while the control group participated in traditional mental health education. The psychological resilience and adaptability of the two groups were compared before and after the intervention. Results: After the intervention, the scores of the Connor-Davidson Resilience Scale (CD-RISC) factors in the observation group significantly increased (t = 5.15, 3.67, 2.97;P < 0.01), and the scores of the psychological adaptability factors also significantly increased (t = 6.61, 7.25, 7.86, 5.41;P < 0.001). The scores of the CD-RISC factors in the observation group were significantly higher than those in the control group (t = 3.34, 3.27, 2.51;P < 0.05), and the scores of the psychological adaptability factors were significantly higher in the observation group (t = 7.01, 6.38, 6.75, 5.27;P < 0.001). Conclusion: Experiential teaching can effectively improve college students’ ability to cope with setbacks, enhance psychological resilience levels, and improve adaptability.展开更多
文摘目的:探索体验式教学对大学生心理弹性及心理适应能力的影响。方法:以2023年某校大一年级新生为对象,采取整群抽样法抽取新生488人,以班为单位设置干预组和对照组各244人。实验组开展8周体验式教学,对照组参与传统的心理健康教学。比较干预前后两组心理弹性和心理适应情况。结果:干预后,观察组心理弹性CD-RISC各因子得分显著升高(t = 5.15, 3.67, 2.97;P Purpose: To explore the impact of experiential teaching on the psychological resilience and adaptability of college students. Methods: A total of 488 first-year students from a certain school in 2023 were sampled using cluster sampling, with 244 students in each of the intervention and control groups. The intervention group underwent 8 weeks of experiential teaching, while the control group participated in traditional mental health education. The psychological resilience and adaptability of the two groups were compared before and after the intervention. Results: After the intervention, the scores of the Connor-Davidson Resilience Scale (CD-RISC) factors in the observation group significantly increased (t = 5.15, 3.67, 2.97;P < 0.01), and the scores of the psychological adaptability factors also significantly increased (t = 6.61, 7.25, 7.86, 5.41;P < 0.001). The scores of the CD-RISC factors in the observation group were significantly higher than those in the control group (t = 3.34, 3.27, 2.51;P < 0.05), and the scores of the psychological adaptability factors were significantly higher in the observation group (t = 7.01, 6.38, 6.75, 5.27;P < 0.001). Conclusion: Experiential teaching can effectively improve college students’ ability to cope with setbacks, enhance psychological resilience levels, and improve adaptability.
