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目的通过调查,分析拉萨藏族中学生的心理压力源。方法本文采用青少年生活事件量表进行调查。结果1在藏族中学生应激性生活事件中学习压力因子和人际关系因子的发生频率最高,学习压力因子和丧失因子上的生活事件给藏族学生带来较大影响。2初一年级藏族学生在受惩罚和丧失因子上的得分要高于其他年级的藏族学生,高三藏族学生的学习压力因子得分要高于其他年级的藏族学生。3在受惩罚和其他因子上的得分藏族男生要显著高于女生。4来自城市的和来自农区的藏族学生在生活事件上的差异体现在受惩罚和丧失因子上,并且藏族男生的得分显著高于女生。结论藏族中学生的心理压力源存在着结构性差异,在心理教育与辅导上应注意类别差异和个别差异。
Objective To investigate the psychological stressors of Tibetan middle school students in Lhasa through investigation. Methods In this study, the adolescent life event scale was used to investigate. Results 1 The frequency of stress and interpersonal relationship was the highest in stressful life events among Tibetan middle school students, and the impact of learning stress factors and life events on loss factors had a significant impact on Tibetan students. In the first grade, Tibetan students scored higher in penalty and loss factors than Tibetan students in other grades. The senior high school Tibetan students scored higher in learning stress than Tibetan students in other grades. 3 scores on punished and other factors Tibetan boys are significantly higher than girls. 4 The differences in life events among Tibetan students from urban areas and from farming areas are reflected in the factors of punishment and loss, and Tibetan boys score significantly higher than girls. Conclusion There are structural differences in the psychological stressors among Tibetan middle school students. Attention should be paid to the category differences and individual differences in psychological education and counseling.