工科大学生心理应激、应对与自我概念的关系研究

In the period of college, an individual matures rapidly in all aspects. College engineering students are the important parts of undergraduates. The state of an individual’s mental health may affect and even decide his future life and work. The level of the student’s self-concept and the kind of coping styles the students adopt are directly related to their mental health. So, it is significant to study the psychological stress, coping and self-concept of college engineering students for the mental health education and research of college engineering students. Based on overviews of former research, with the China College Student Psychological Stress Scale, the Coping Styles Scale and the Tennessee Self-Concept Scale, 559 college engineering students were investigated to explore the characteristics of and the relationship between the psychological stress, coping styles and self-concept of college engineering students. The results showed: 1. The stresses of learning, living and daily hassles were the main psychological stresses of college engineering students. There were significant differences in psychological stress between students from the countryside and those from urban areas, between needy students and non-needy students, between single-parent students and non-single-parent students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between male and female, between those from single-child families and from multiple-child families. 2. The coping styles of solving problem, seeking help and rationalization were the main coping styles of college engineering students. There were significant differences in the coping styles between needy students and non-needy students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between students from the countryside and from urban areas, between male and female, between single-parent students and non-single-parent students, between those from single-child families and from multiple-child families. 3. The self-concept of college engineering students was positive in general. There were significant differences in self-concept between students from the countryside and those from urban areas, between male and female, between needy students and non-needy students, between single-parent students and non-single-parent students, among students from different grades, with different academic achievements and of different postgraduate targets, between student party members and non-party members, between student cadres and non-cadres. However, there were no significant differences between those from single-child families and from multiple-child families. 4. The psychological stress had significantly negative correlation to the immature coping styles, and had partial correlation to the mature coping styles. Coping style has significant predictability on psychological stress. 5. The positive factors of the self-concept had significantly negative correlation to psychological stress, but self-criticism had positive correlation to psychological stress. There are significant differences between high self-concept students and low self-concept students for psychological stress. Self-concept has significant predictability on psychological stress. 6. The positive factors of the self-concept had significantly negative correlation to the coping styles of self-blame, illusion, avoidance, and rationalization, but had significantly positive correlation to the coping style of solving problem and seeking help. Self-criticism had significantly negative correlation to the coping styles of self-blame, illusion, avoidance, and rationalization. There are significant differences between high self-concept students and low self-concept students for coping styles. Self-concept has significant predictability on coping styles. 7. The self-concept of college engineering students had an effect on psychological stress by coping styles. However, the effect by the immature coping styles was higher than that to the mental health directly, and the effect by the mature and mixed coping styles was slighter than that to the mental health directly. According to the results, improving the college engineering students’ self-concept level and establishing right self-concept, developing the middle school student’ active coping styles and overcoming the negative coping styles are essential and important to the college engineering students’ mental health and provide useful clues for the psychological education of the college engineering students.

民众社会风险认知的影响因素及作用机制

Risk perception is one of important subjects in management psychology and cognitive psychology. It is of great value in the theory and practice to investigate the social risk events that the public cares a lot especially in this social transition period. Furthermore, this study explored the factors that influence the risk perception and the results caused by risk perception. A survey including 30 hazards and 8 risk attributes was designed and distributed to about 3, 200 residents of 8 districts, Beijing. The major findings are listed as following： Firstly, combining the methods of system science and psychology, GAE program was used to indentify 7 groups of social risk events, such as national safe, government management, social stability, general mood of society, economic and finance, resources and environment & daily life problems. This study provided substance for the following studies and it was also a new attempt in research method which is of certain reference value for the related researches. Secondly, a scale of societal risk perception was designed and 2 factors were identified (Dread Risk & Unknown Risk). Reliability analysis, EFA and CFA show the reliability and validity of the societal risk questionnaire is good enough. The investigation using this scale showed that older participants and higher socioeconomic status perceived the societal hazards to be more threatening than did younger participants and lower socioeconomic status. However, there is no gender difference. Thirdly, structural equation model was used to analyze the influence factors and mechanism of societal risk perception. Risk taking, government support and social justice could influence societal risk perception directly. Government support moderated the relationship between government trust and societal risk perception. Societal risk perception influenced life satisfaction, public policy preferences and social development belief. Multi-group analysis was used to find out that the participants who have different socioeconomic status express different mechanism. Fourthly, the result of the research was used to explore the risk event of 2008 Olympic game. The results showed that government support and preparation of Olympic game influenced societal risk perception directly. Preparation moderated the relationship between government trust and risk perception. Risk perception influenced worry, effect of Olympic game and belief of successl. This result proved that risk perception could be used as an indicator. The indictor of risk perception was used to identify the characteristics of higher risk perception group. Finally, suggestions to the related decision were provide to the government.