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目的了解高校心理健康课程对大学生心理健康的影响,为开展有效的心理健康教育提供科学依据。方法以湖北省某高校学习心理健康必修课的408名大学生为被试,其中216名作为体验组接受体验式教学方法,理论组192人接受传统讲授教学;同时设置未上心理健康课程的120人为对照组,采用自我接纳问卷(SAQ)和一般自我效能感问卷(GSES)进行调查。结果在开始心理健康课程学习之前,体验组、理论组、对照组三组学生自我接纳、自我效能感各指标得分差异均无统计学意义(P值均>0.05)。在1个学期的心理健康课程结束后,对照组各指标得分前后测差异均无统计学意义(P值均>0.05);理论组在SAQ总分和自我接纳维度上后测得分(分别为42.26±5.65,23.03±3.65)均显著高于前测(分别为36.38±4.21,17.66±3.97)(P值均<0.05);体验组在所有测量指标上后测得分均显著高于前测(t值分别为6.781,15.389,16.850,4.864,P值均<0.05)。结论开设心理健康教育课程能有效促进大学生心理健康;相对于知识讲授的传统教学,体验式教学对大学生心理品质提高的效果更显著。
Objective To understand the impact of college mental health curriculum on mental health of college students, and to provide a scientific basis for effective mental health education. Methods One hundred and eighty-four college students who were enrolled in a psychological health course in a certain university in Hubei Province were selected as the subjects, 216 of whom were experiential teaching methods, and 192 were the traditional teaching methods. 120 students who did not attend the mental health course were Control group, using self-acceptance questionnaire (SAQ) and General Self-Efficacy Questionnaire (GSES) survey. Results Before the mental health course was started, there was no significant difference in scores of self-acceptance and self-efficacy between the three groups in the experimental group, the theoretical group and the control group (P> 0.05). After one semester of mental health course ended, there was no significant difference between before and after the scores of each index in the control group (P> 0.05). The scores of post-test in the SAQ total score and self-accepted dimension of the theory group were 42.26 ± 5.65,23.03 ± 3.65) were significantly higher than the former (36.38 ± 4.21 and 17.66 ± 3.97, respectively, P <0.05). The post-test scores of all the test groups were significantly higher Values were 6.781,15.389,16.850,4.864, P <0.05). Conclusion The establishment of mental health education curriculum can effectively promote the mental health of college students. Compared with the traditional teaching of knowledge teaching, experiential teaching has more significant effects on the improvement of college students’ psychological quality.