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抗击新冠低年资护士心理一致性与抗逆力的关系及应对 被引量:1
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作者 余凤娇 《当代护士(下旬刊)》 2024年第2期151-154,共4页
目的分析抗击新冠低年资护士心理一致性和抗逆力的关系,并提出具体应对措施。方法将2022年4月-2022年10月本地区参加新冠疫情防控的200名低年资护士作为研究对象,用Pearson相关性分析低年资护士心理一致性和抗逆力之间的关系。结果低年... 目的分析抗击新冠低年资护士心理一致性和抗逆力的关系,并提出具体应对措施。方法将2022年4月-2022年10月本地区参加新冠疫情防控的200名低年资护士作为研究对象,用Pearson相关性分析低年资护士心理一致性和抗逆力之间的关系。结果低年资护士的心理一致性各维度评分较低,其中可理解感评分最低,意义感评分最高,两者之间的差异有统计学意义(P<0.05);低年资护士的抗逆力各维度评分较低,其中理性思维评分最低,人际联结评分最高,两者之间的差异有统计学意义(P<0.05);低年资护士心理一致性及其各维度与抗逆力及其各维度具有相关性,两者之间存在正相关,即心理一致性水平越高,抗逆力越强,差异存在统计学意义(P<0.05)。结论抗击新冠低年资护士心理一致性水平与抗逆力均较低,两者为正相关,可采取调整认知、舒缓情绪等应对措施进行提高。 展开更多
关键词 新冠 低年资护士 心理一致性 抗逆力 关系
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千万“云观看”背后:慢直播网民互动心理探析 被引量:3
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作者 程雅堃 刘远 《现代视听》 2020年第7期45-47,共3页
慢直播已成为网民互动交流的新平台和大众参与公共事件讨论的有效途径。通过观看慢直播,人们在评论区以相对一致的文化语境和共通心理展开互动,在了解自然和社会的同时获得陪伴和社会交往,极大满足了对公共事件的参与感和社会风貌的体... 慢直播已成为网民互动交流的新平台和大众参与公共事件讨论的有效途径。通过观看慢直播,人们在评论区以相对一致的文化语境和共通心理展开互动,在了解自然和社会的同时获得陪伴和社会交往,极大满足了对公共事件的参与感和社会风貌的体验感。此外,需警惕出现话题偏移等现象。 展开更多
关键词 慢直播 心理一致性 参与满足 话题偏移
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Analysis of Social and Psychological Terrain of Bank Erosion Victims: A Study Along the Bhagirathi River, West Bengal, India
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作者 Aznarul ISLAM Sanat Kumar GUCHHAIT 《Chinese Geographical Science》 SCIE CSCD 2018年第6期1009-1026,共18页
Social psychology of people affected by hazards is different from normal psychology. For example, severe bank erosion in the lower reach of the Bhagirathi River in West Bengal has resulted in significant land loss (-... Social psychology of people affected by hazards is different from normal psychology. For example, severe bank erosion in the lower reach of the Bhagirathi River in West Bengal has resulted in significant land loss (-60% of all households lost land over last 20 years) and affected the livelihoods of the people in the study villages along the river. Per capita income has almost halved from 1970-2012 due to land loss. This stark nature of land erosion and vulnerability of livelihood has had far-reaching repercussions on the fabric of society and the psychology of the people in this region. Results showed that erosion-affected villages have registered compara- tively larger average family sizes (-4.1 as compared to -3.9 in non-affected villages), lower literacy levels (〈 50% compared to 〉 65% for the non-affected villages), and poor health. Reports of poor health as a result of land erosion include -60% of the respondents having reported physical ailments such as headache and abdominal discomfort, as well as 3%-5% reporting loss of emotional and psychological balance. Villages suffering from erosion showed higher positive loadings in average-coefficient of variation (CV) differential (25%-40%) depicting objectivity in their opinions for select variables of social processes. Principal component analysis (PCA) por- trayed maximum eigenvalues in the first principal component for interpersonal processes (-98%) and a minimum for intergroup proc- esses (-80%). Categorical principal component analysis (CATPCA) depicted a cluster between interpersonal and intergroup processes and another between intra-individual and group categories. The positive loadings in female-male differences in CV of perceptions portrayed relative consistency of males over the females concerning fear/phobia and physical stress while negative loadings exhibited higher consistency for females regarding psychological stress and shock. Lastly, the Taj fel matrix portrayed a distinction between hazard psychology characterized by maximum joint profit as found in Rukunpur, and normal psychology characterized by in-group favoritism as found in Matiari. 展开更多
关键词 social terrain psychological terrain riverbank erosion principal component analysis Tajfel matrix Bhagirathi River
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博厄斯原始文化观视域下民族教育发展的理论思考与审视 被引量:2
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作者 李修远 马知遥 《民族高等教育研究》 2020年第5期10-14,F0003,共6页
在弗朗茨·博厄斯(Franz Boas)的人类学视野中,不同族群文化是各族交流互动的符号系统,是以教育为媒介、以家庭和社区为场域长期互动形成的;教育之目的是在一定文化基础上塑造不同性格的个体并模塑整体性社会结构。博厄斯的文化观... 在弗朗茨·博厄斯(Franz Boas)的人类学视野中,不同族群文化是各族交流互动的符号系统,是以教育为媒介、以家庭和社区为场域长期互动形成的;教育之目的是在一定文化基础上塑造不同性格的个体并模塑整体性社会结构。博厄斯的文化观揭示了民族教育的现存问题在于部分社群封闭式的心理一致性惯习导致其对现代学校教育的普遍轻视。在现代化背景下,需要根据不同民族地区的文化模式因地制宜,把握好教育建设与民族文化传承的双向互动关系,在文化认同中推动学校教育与民族文化传承融合发展。 展开更多
关键词 博厄斯原始文化观 心理一致性 文化模式 教育振兴
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