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目的评价班级集体活动对大学生班级环境及自杀意念干预效果,为高校班级环境建设及大学生危机干预提供依据。方法在江西省某高校大二年级文科类班级中,采取随机整群抽样的方法选取30个班的学生作为研究对象,并通过随机抽签的方式将其中的15个班级作为实验组(603人),另15个班级作为对照组(614人),将实验组和对照组学生的班级环境及自杀意念进行比较分析。结果实验组干预初、干预末及6个月追踪的班级环境得分分别为(3.61±0.94)(3.93±0.78)(3.94±0.75);自杀意念得分分别为(1.76±0.62)(1.24±0.67)(1.26±0.71)分;自杀意念检出率分别为10.12%,6.30%,6.63%,差异均有统计学意义(P值均<0.05);对照组干预初、干预末及6个月追踪的班级环境得分分别为(3.62±0.87)(3.64±0.84)(3.63±0.91)分;自杀意念得分分别为(1.75±0.68)(1.71±0.72)(1.72±0.69)分;自杀意念检出率分别为10.26%,9.77%,9.93%,差异均无统计学意义(P值均>0.05)。实验组和对照组干预初的班级环境得分、自杀意念得分及自杀意念检出率差异均无统计学意义(P值均>0.05);但实验组干预末、6个月追踪的班级环境得分高于对照组,而自杀意念得分及检出率均低于对照组(P值均<0.05)。结论班集体活动对大学生班级环境及自杀意念具有积极的干预作用,高校在班级建设及大学生危机干预工作中应重视班集体活动的开展。
Objective To evaluate the effects of class activities on class environment and suicidal ideation of college students and provide the basis for the construction of college class environment and the crisis intervention of undergraduates. Methods In the sophomore year liberal arts classes in a university in Jiangxi Province, 30 randomly selected students were selected as the research subjects and 15 of them were randomly selected as the experimental group (603) , Another 15 classes as a control group (614), the experimental group and control group of students’ class environment and suicidal ideation for a comparative analysis. Results The scores of class environment in the experimental group were (3.61 ± 0.94) (3.93 ± 0.78) (3.94 ± 0.75) at the beginning of intervention, 6 months after intervention, and 1.65 ± 0.67 (1.24 ± 0.67) (1.26 ± 0.71) respectively. The detection rates of suicidal ideation were 10.12%, 6.30% and 6.63%, respectively, with statistical significance (P <0.05). The control group at the beginning of intervention, the end of intervention and the follow-up of 6 months (3.62 ± 0.87), (3.63 ± 0.91) points respectively; The scores of suicide ideation were (1.75 ± 0.68) (1.71 ± 0.72) (1.72 ± 0.69) points respectively; The rates of suicide ideation were respectively Which were 10.26%, 9.77% and 9.93%, respectively, with no significant difference (P> 0.05). There was no significant difference between the experimental group and the control group in class environment score, suicide ideation score and suicide ideation detection rate (P> 0.05). However, in the end of the intervention group, the score of class environment tracked by 6 months was high In the control group, the score of suicide ideation and the detection rate were lower than the control group (P <0.05). Conclusions The collective class activities have a positive effect on class environment and suicidal ideation of college students. Universities should pay more attention to the collective class activities in class construction and crisis intervention for undergraduates.