其他摘要 | The transitional stage of primary and secondary schools is a critical period for the development of adolescent mental health and behavioral norms. The establishment and development of mental resilience plays an important role in explaining the behavioral problems that may occur after adolescents encounter stressors. In order to explore the possible mechanism of adolescent resilience in the process of stressors' influence on behavioral problems, and explain the mechanism from the perspective of the subdimension of psychological resilience, in this study, questionnaires were conducted among primary and middle school students using the stressor scale, adolescent resilience Scale and child behavior scale, and SPSS software was used for data analysis. AMOS software builds mediation models. In addition, in order to effectively and targeted improve the level of mental toughness of primary and middle school students, so as to reduce the probability of behavioral problems, and help them to adapt well and grow healthily in the face of various stressors, this study attempts to use group psychological counseling as an intervention means to conduct an 8-week intervention experiment on the mental toughness of primary and middle school students. A control group with no intervention was taken.
Study 1 surveyed 353 primary and secondary school students and their parents by means of questionnaires to explore the mechanism of resilience and its dimensions between stressors and behavioral problems, establish a relationship model, and determine more effective dimensions to explain this mechanism. The results showed that: 1) stressors, resilience and behavioral problems were significantly correlated, and in the sub-dimensions of resilience, except for the insignificant correlation between positive cognition and behavioral problems, the correlation between other subdimensions and stressors and behavioral problems was significant. 2) Stressors in the process of adolescent growth can positively predict their behavioral problems, that is, the more stressors, the more behavioral problems; 3) In the analysis of the mechanism of action of psychological resilience, the experiment found that psychological resilience played a complete mediating role in the process of the influence of stressors on behavioral problems, especially the emotional control dimension of psychological resilience, that is, the more stressors adolescents have, the lower the psychological resilience, the worse the emotional control ability, and then the more behavioral problems.
In the second study, 18 primary and middle school students who participated in the first study were given mental toughness intervention by means of group psychological counseling, and 20 primary and middle school students were randomly selected as the control group. The group counseling was conducted for a total of 8 times at a fixed time every week for 90 minutes each time, and the mental toughness of the subjects was measured again after all 8 interventions. To explore whether psychological toughness can be significantly improved after intervention. The results showed as follows: 1) Compared with the control group, the psychological toughness of the intervention group was significantly improved in the post-test compared with the pre-test, and the interaction between the group and the measurement time point was significant in that the psychological toughness of the participants after the intervention was significantly improved in the post-test. 2) Compared with the control group, the difference of mental toughness before and after measurement was significantly higher in the intervention group, and the degree of improvement in mental toughness was greater, especially in the dimensions of emotional control and family support.
Therefore, through two experiments, this study found that the mental toughness of primary and secondary school students can play an intermediary role in the process of stressors' influence on their behavior problems. The emotional control dimension of mental toughness also explains this intermediary process, that is, the stimulation of stressors on adolescent behavior problems has an impact by reducing their mental toughness. And it mainly reduces the emotional control in resilience. Follow-up intervention experiments in the form of group psychological counseling can effectively improve the mental toughness of adolescents, which is mainly reflected in the improvement of the scores of adolescents' emotional control dimension and family support dimension. |
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