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1.
The purpose of this study was to describe law students' psychological symptoms, assess the role of law school stress in students' symptoms, and suggest ways college counselors can help this population. More than half of the 316 participants displayed symptoms of depression and psychological distress, and nearly half showed symptoms of anxiety. Law school stressors significantly predicted students' symptoms. Workload, peers, and low instrumental support most impacted students, thus providing specific directions and implications for college counselors. 相似文献
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Gökçe Erturan-Ilker 《Educational Psychology in Practice》2014,30(4):365-379
Using Self Determination as a framework, the purpose of the study was to examine the relationships between basic psychological needs, motivational regulations, self-esteem, subjective vitality, and social physique anxiety in physical education. One thousand and eighty two high school students aged between 14 and 19 [mean (M) = 15.89 ± 0.95 years] from six public high schools participated to the study. Students’ basic psychological needs: motivational regulations, subjective vitality and self-esteem served as positive indicators, while social physique anxiety was a negative indicator of psychological well-being. Structural equation modelling results revealed that students’ motivational regulations mediated the relationship between basic psychological needs and psychological well-being. Intrinsic motivation negatively predicted social physique anxiety and positively predicted subjective vitality. Amotivation positively predicted social physique anxiety and negatively predicted subjective vitality. Identified regulation and external regulation positively predicted subjective vitality. Results supported the tenets of Self Determination Theory (SDT) and suggested that satisfying adolescents’ basic psychological needs in physical education will promote their psychological well-being. 相似文献
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Many college students consider statistical courses as frightening and demanding, yielding high anxiety and low competence, and correlating with maladaptive academic behaviors and low achievement. With undergraduate students, the present pre-post study compared a supportive online teaching program utilizing mandatory statistical exercises (n = 37) with a no intervention, optional exercise statistics class (n = 32). We evaluated whether our statistics teaching intervention decreased test anxiety and academic procrastination and increased academic self-efficacy and academic achievements. Results indicated a decrease in academic procrastination and test anxiety at course end for intervention group and an increase in test anxiety for control group. At the end of the course intervention group reported higher academic self-efficacy and achievements. Teaching statistics using mandatory supportive activities might contribute to more positive psychological outcomes (eg, higher academic self-efficacy and lower academic procrastination) and higher academic achievements. 相似文献
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Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development. However, less is known about predictors of teachers’ psychological well-being in preschool. The purpose of this study was to explore associations between potential predictors of teachers’ psychological well-being—such as professional background, teaching efficacy, and work environment—and teachers’ self-perceived depression, stress, and emotional exhaustion after controlling for individual demographics. A total of 1,129 teachers serving preschool-age children (3- and 4-year-olds) in the United States participated in the study. Teachers responded to a questionnaire asking about their background, work environment, and social-emotional attributes. Multiple regression analysis revealed that levels of teachers’ self-efficacy and work environments are generally associated with their psychological well-being above and beyond their personal and professional backgrounds. Practice or Policy: The results of this study suggest that it is important to help teachers build teaching competence and efficacy and to prepare them to handle stressors from work environments in order to reduce their psychological burden. In addition, we suggest that positive work climates need to be created for teachers and children at the program level. 相似文献
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高中生考试焦虑的团体心理咨询实验研究 总被引：1，自引：0，他引：1
本实验研究了团体心理辅导在治疗高中三年级学生考试焦虑方面的效果。实验中,我们通过安排系列团体心理辅导活动,综合使用认知疗法和行为疗法,对检出的12名有中度以上考试焦虑的高三学生进行辅导,实验结果表明,团体心理咨询可以有效地降低高中三年级学生的焦虑水平。 相似文献
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Statistics literacy is a growing part of our lives. However, around 75% of social science undergraduate students experience moderate to high levels of statistics anxiety, characterized by troubling thoughts, stress and an aversion to statistical content or to learning situations using statistics. The aims of the study were to examine the psychometric properties of the Hebrew version of the Statistical Anxiety Rating Scale, and to unfold the underlying structure of the construct as perceived by 163 pre-service teachers in an Israeli college of education. Multidimensional scaling analysis (MDS) confirms the confirmatory factor analysis (CFA) findings but highlights the importance of identifying the context of anxiety (statistics course vs. statistics as a distinct discipline) and the locus of anxiety (internal vs. external). The findings can help teacher educators better monitor their students’ statistics anxiety and assist them in implementing appropriate ways of reducing it. 相似文献
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Prosek Elizabeth A. Wei Qian Scoffone Chelsea M. Gallardo Diana Giordano Amanda L. 《International journal for the advancement of counseling》2022,44(1):64-78
College students experience a myriad of stressors in their daily lives. These stressors are associated with negative outcomes for students, both to their academics and well-being. Healthy, effective coping strategies may support students in navigating personal distress. One of the primary aspects of counselling is to help clients develop and apply such strategies. This study aimed to identify intrapersonal factors that predict types of coping strategies. Participants (N?=?416) identified as undergraduate college students attending a large public university in the southwestern United States. Results indicated that a problem-focused engagement coping strategy was associated with maladaptive factors such as shame and personal distress. Additionally, a problem-focused engagement coping strategy was predicted by potentially more helpful intrapersonal characteristics including guilt (as a motivator) and two dimensions of empathy. Finally, mean comparisons indicated statistically significant differences between identified gender and coping strategies. Implications for college counsellors are discussed.
相似文献8.
英语口语教学中的妨碍性焦虑是影响学生、尤其非英语专业学生英语口头表达能力的一个重要情感因素。本文通过对焦虑理论的研究,对英语口语教学中产生妨碍性焦虑原因进行了分析,结合作者的实际教学经验,提出了克服和减轻这一心理障碍的办法。 相似文献
9.
阳林 《南昌教育学院学报》2013,(10)
焦虑是现代大学生学习过程中普遍存在的现象。对于工科类高职院校的学生而言,外语学习似乎比其他课程的学习更容易引起焦虑。文章主要从工科类高职院校学生外语学习焦虑原因进行分析,并通过访谈了解重庆水利电力职业技术学院工科专业学生英语课堂的焦虑状况,结合笔者自己的教学实践经验,探讨一些帮助高职院校学生克服和减轻外语学习焦虑的有效策略。 相似文献
10.
Soo Eun Chae 《Journal of College Student Psychotherapy》2017,31(1):59-70
Psychodrama was first introduced in the Korean literature in 1972, but its generalization to college students did not occur until the 1990s. Despite findings from psychodrama studies with Korean college students supporting psychodrama as effective for developing and maintaining good interpersonal relationships, as well as decreasing anxiety and stress, it is still underutilized in South Korea. Accordingly, the current study looked at implementing a psychodrama program in South Korean universities. The positive results of the program implementation suggest that psychodrama is a useful technique for improving Korean college students’ general development and mental stability including secure attachment. 相似文献
11.
Liza N. Meredith Patricia A. Frazier 《Community College Journal of Research & Practice》2019,43(1):42-53
Community college students may experience more severe psychological concerns than traditional university students and have fewer institutional mental health resources available. This replication study examined the efficacy of three versions of a brief, structured web-based stress management program with community college students. The program focuses on improving perceptions of control over stressors, based on research suggesting that focusing on what you can control in the present (i.e., present control) is associated with less distress and better adjustment. Participants (N = 213 community college students) were randomly assigned to one of three conditions: present control intervention (PCI), PCI with enhanced stress logs (E-PCI) or PCI with mindfulness training (PCI + MF). They completed web-based, self-report measures at pre-intervention, post-intervention, and 3-week follow-up. Participants in all three intervention conditions demonstrated reductions in perceived stress and distress symptoms from pre-intervention to post-intervention and 3-week follow-up. In the PC+ MF group, the mean-within group effect size was d = ?0.46, which was slightly larger than the PCI group (d = ?0.36) and E-PCI group (d = ?0.41). This study replicated that present control interventions are effective in a community college sample. Community college students may benefit from web-based interventions designed to increase present control. 相似文献
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夏丽 《贵阳学院学报(社会科学版)》2014,(1):82-84
阅读焦虑是英语学习中一种较复杂的心理现象,是提升英语阅读能力和水平的“拦路虎”,但同时又是大学生英语学习过程中的一种普遍现象.大学生英语阅读焦虑产生的原因有主观因素,也有客观原因,克服焦虑,对提高大学生英语学习效果具有重要的作用. 相似文献
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以安徽省首届大学生体育舞蹈比赛选手为调查对象,对不同选手的竞赛焦虑状况进行了比较研究,并对研究结果进行了分析.在此基础上,提出了对男女大学生体育舞蹈运动员要分别采用不同的竞赛焦虑训练方法,并让他们经常性地参加一些大型比赛以锻炼其心理素质等合理化建议,旨在提高大学生的竞技水平,创造更好成绩. 相似文献
14.
采用自编的心理冲突调查问卷、Cawte量表和主观幸福感指数量表(WBIS),调查531名大学生的心理冲突状况、应激水平及主观幸福感。结果为:(1)过多的心理冲突可引起生理与心理应激水平的升高;(2)心理冲突频率与应激水平呈显著的正相关(r=0.533,P<0.01);(3)心理冲突频率与主观幸福感呈显著的负相关(r=-0.158,P<0.01)。因此,过多的心理冲突已构成应激源,是影响学生身心健康的重要因素之一。大学生心理冲突问题应予以关注。 相似文献
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王大鹏 《内江师范学院学报》2014,(10):59-62
为探讨大学生社交焦虑与大学生职业决策困难、心理资本间的关系,采用交往焦虑量表、职业决策困难量表以及积极心理资本问卷测查了207名大学生.结果表明：（1）大学生社交焦虑与职业决策困难得分呈显著正相关,与心理资本呈显著负相关;（2）心理资本在社交焦虑与职业决策困难关系之间发挥着部分中介作用,当心理资本进入回归方程时,社交焦虑对职业决策困难的预测系数从0.350下降到0.205（t=3.047,P〈0.05）。 相似文献
16.
目的：师范类大学生自尊与特质焦虑的关系。方法：随机选取540名大学生,采用自尊量表（SES）以及特制焦虑量表（STAI）进行调查。结果：师范学生总体的特质焦虑分布为43.97±7.579,自尊分布为28.94±4.194,师范生特质焦虑与自尊在性别与生源上没有显著的差异,在年级维度存在显著差异;师范生特质焦虑与自尊水平间存在中等程度负相关,相关性显著,特质焦虑为自变量可解释自尊变化中的34.1%。结论：师范生特质焦虑在不同年级间存在一定的波动,自尊水平会随之产生相应的变化;师范生特质焦虑作为一种人格特质对其自尊水平显著的预测作用。 相似文献
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18.
本文的主要目的是了解洛阳市高校在校大学生的焦虑状况,并分析其成因,为心理健康教育工作提供依据.方法是采用由Zung编制的焦虑自评量(SAS)量表,对洛阳市高校不同院系3000名学生进行测评.结果发现,大学生焦虑状况不存在性别差异;不同学科类型大学生的焦虑状况存在差异;大学生焦虑现象较为普遍. 相似文献
19.
近年来,随着我国高校扩招,大学生就业形势越来越严峻,同时因为性别歧视等原因,女大学生的就业问题突出,并由此引发出一系列的心理问题。本研究以状态—特质焦虑量表为研究工具,对南京大学应届本科毕业生的就业焦虑现状进行问卷调查。结果表明,南京大学学生普遍存在就业焦虑现象,并且女大学生的就业焦虑水平高于男生。根据问卷调查和对女大学生的访谈结果探究女大学生就业焦虑的原因和对策。 相似文献
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The purpose of this study was to assess how attachment dimensions (anxiety and avoidance), self-esteem, and three subscales of test anxiety – cognitive obstruction, social derogation and tenseness are related in two age groups: adolescents and college students. Participants (N?=?327) completed relevant questionnaires. Results showed that college students revealed higher test anxiety than did high school students on the cognitive obstruction and tenseness scales, whereas high school students revealed higher social derogation than college students. Anxious attachment was related to all three sub-scales of test anxiety and avoidant attachment was related to cognitive obstruction among college students and to tenseness among high school students. Most of the correlations between anxious attachment and test anxiety were mediated by self-esteem among high school students. The mediation ability of self-esteem was weaker among college students. 相似文献