体育专业学生瑜伽课前后的心理健康指标对比     

邓壁娟  辛淑英 《福建体育科技》2010,29(1):57-59

采用试验对比法、训练法、文献资料法、数据统计法及访谈法,就瑜伽练习对体育专业学生心理健康的影响进行研究。重点运用SCL～90临床症状自评量表对瑜伽选项练习瑜伽的体育专业学生进行测试。测试结果证明：这些体育专业学生在躯体化、抑郁、强迫、敌对这几个因子出现了显著性差异（P〈0．05）。这表明瑜伽练习具有促进大学生心理健康的功能,能有效地缓解和改善体育专业大学生的心理健康,建议高校体育专业可增设瑜伽专项选修课。  相似文献   

竞技运动中自我控制的反语效应     

郑猛  张雯 《福建体育科技》2010,29(4):32-34,43

自我控制的反语效应是指处于高心理压力下的个体,努力想控制自己的心理状态,由于消极暗示（他人给予的或自我给予的）的原因,往往得到与期望相反结果的现象。本文的目的是考察关于运动技术表现失败的自我控制的反语效应。研究中,方便抽样抽取63名被试,随机分配到低压力和高压力情景中的积极暗示组、消极暗示组和控制组。结果发现,高压力下,消极暗示组更容易使被试产生自我控制的反语效应。研究结果提示：较大的比赛压力下,教练员不应对运动员消极暗示,而应是积极暗示,这样可能会有效地避免反语效应的发生。  相似文献   

健身气功——八段锦对大学生心理健康影响的研究   总被引：1，自引：0，他引：1  

杨麟  卞伯高 《福建体育科技》2010,29(4):41-43

本文采用文献资料法、实验法、数理统计法对参加八段锦锻炼的大学生的心理健康情况进行调查分析,结果显示：参加八段锦锻炼,身体价值感、强迫症状、人际关系和PMOS指数等指标在实验前后差异显著,健身气功八段锦锻炼可以起到促进心理健康的效果,为提高大学生心理健康水平提供依据。  相似文献   

Identifying emotional causes of mental disorders from social media for effective intervention     

《Information processing & management》2023,60(4):103407

Identifying the emotional causes of mental illnesses is key to effective intervention. Existing emotion-cause analysis approaches can effectively detect simple emotion-cause expressions where only one cause and one emotion exist. However, emotions may often result from multiple causes, implicitly or explicitly, with complex interactions among these causes. Moreover, the same causes may result in multiple emotions. How to model the complex interactions between multiple emotion spans and cause spans remains under-explored. To tackle this problem, a contrastive learning-based framework is presented to detect the complex emotion-cause pairs with the introduction of negative samples and positive samples. Additionally, we developed a large-scale emotion-cause dataset with complex emotion-cause instances based on subreddits associated with mental health. Our proposed approach was compared to prevailing CNN-based, LSTM-based, Transformer-based and GNN-based methods. Extensive experiments have been conducted and the quantifiable outcomes indicate that our proposed solution achieves competitive performance on simple emotion-cause pairs and significantly outperformed baseline methods in extracting complex emotion-cause pairs. Empirical studies further demonstrated that our proposed approach can be used to reveal the emotional causes of mental disorders for effective intervention.  相似文献   

二语心理词库提取的语音和词形效应     

曹彦  李艳红 《鞍山师范学院学报》2009,11(5):37-39

二语习得者在视觉词汇提取过程中,依据对词汇的熟悉程度,词汇的语音信息和词形信息不同程度地参与了词汇的提取。本文回顾了国内外心理词汇提取的相关理论,结合笔者对词汇提取的测试结果,运用错误分析法分析语音和词形参与词汇提取的效应。  相似文献   

中学生心理健康状况调查与分析   总被引：1，自引：0，他引：1  

徐立峰  卢卫斌 《贵州教育学院学报》2009,25(11):76-79

采用改编自王极盛的《中国中学生心理健康量表》对河南省11所学校的1413名中学生进行心理健康状况调查,用SPSS13．0分析数据,经检验后表示量表信度和效度良好。结果发现在总均分上轻度以上检出率为44．73％,在各因子上存在中度以上问题的比例约为5％-17％,存在严重问题最多的是学习压力感、焦虑因子;在任一因子上中度以上检出率为41．97％,高中学生比例最多达49．61％;高中生与初中生在除强迫症状因子以外的其他各因子上都存在均值差异显著,其中适应不良、抑郁因子的均值差异最大;学习成绩越低。心理问题越多。  相似文献   

Individual differences in spatial text processing: High spatial ability can compensate for spatial working memory interference     

Chiara Meneghetti  Valrie Gyselinck  Francesca Pazzaglia  Rossana De Beni 《Learning and individual differences》2009,19(4):577-589

The present study investigates the relation between spatial ability and visuo-spatial and verbal working memory in spatial text processing. In two experiments, participants listened to a spatial text (Experiments 1 and 2) and a non-spatial text (Experiment 1), at the same time performing a spatial or a verbal concurrent task, or no secondary task. To understand how individuals who differ in spatial ability process spatial text during dual task performance, spatial individual differences were analyzed. The tasks administered were the Vandenberg and Kuse [Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotation, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47, 599-604.] mental rotation test (MRT) and a reading comprehension task (RCT). Individuals with high (HMR) and low (LMR) mental rotation differed in MRT scores but had similar RCT performance. Results showed that the HMR group, in contrast with LMR counterparts, preserved good spatial text recall even when a spatial concurrent task was performed; however, Experiment 2 revealed a modification of spatial concurrent task performance in LMR as well in HMR group. Overall, results suggest that HMR individuals have more spatial resources than LMR individuals, allowing them to compensate for spatial working memory interference, but only to a limited extent, given that the processing of spatial information is still mediated by VSWM.  相似文献   

Hypnosis-induced mental training programmes as a strategy to improve the self-concept of students     

H. M. De Vos  D. A. Louw 《Higher Education》2009,57(2):141-154

The creation and implementation of strategies that could improve student development is receiving new research interest. The main objective of the research was to establish whether hypnosis-induced mental training programmes as a strategy could alter the self-concept of students which in turn could improve their overall academic functioning. Two experimental and two control groups were randomly selected from a population of undergraduate psychology students at the University of Stellenbosch in South Africa. The analysis of variance showed that the two hypnosis-induced mental training programmes had a significant positive effect on the self-concept of the participants.  相似文献   

Situated Learning: Conceptualization and Measurement     

Lakshmi Goel  Norman Johnson  Iris Junglas  Blake Ives 《Decision Sciences Journal of Innovative Education》2010,8(1):215-240

A focus on the interaction between cognitive schemas and context in situ has been suggested as fundamental in organizational decision making and information interpretation. Past research suggests that the situation and the social interaction that occur during learning at the cognitive level consist of factors that affect the process, but the research lacks a coherent explanation for how those factors affect it. We propose a conceptualization of learning, termed situated learning, which accounts for these factors. By drawing on situated cognition theory, social learning theory, and the theory of mental models, we identify and measure four components of situated learning, that is, thematic focus, cognitive absorption, social structure, and participation. Among the most important lessons for researchers and practitioners is the need to consider learning as a constellation of the four components instead of an indivisible phenomenon. This perspective can enhance our understanding of cognitive processes, such as information interpretation and decision making.  相似文献   

Exposure to school violence at school and mental health of victimized adolescents: The mediation role of social support     

《Child abuse & neglect》2018

The purpose of the current study is to examine the mediation role of social support in the relationship between exposure to violence at school and mental health among adolescents within the framework of two structured models via structural equation model (SEM). The participants consist of a total of 1420 9th, 10th, and 11th grades high school students (54.5% girls and 45.5% boys). The students’ ages ranged from 14 to 18 years with a mean of 16.11 (SD = 0.91) for total sample. 38 percent of the participants are in the 9th grade, 34.1 percent are in the 10th grade, and 28 percent are in the 11th grade. Findings from both models indicated that social support mediated the relationships between exposure to violence and mental health among adolescents. Additionally, both models showed that the associations between exposure to violence, social support and mental health varied by gender. Contributions and implications of the current findings are discussed in detail.  相似文献