心理健康教育对大学生手机依赖及心理健康的干预效果

目的 分析心理健康教育干预(抑制控制训练联合积极情绪训练)对大学生手机依赖的干预效果。方法 对河南省3所高校600名大学生采用大学生手机成瘾倾向量表对其手机依赖情况进行调查,筛选存在手机依赖大学生随机分为对照组(66人)与观察组(67人),对照组给予抑制控制训练干预,观察组在此基础上联合积极情绪训练干预,比较2组干预前后手机依赖程度及心理健康状况的变化。结果 干预前2组手机成瘾量表评分、手机使用时间、心理弹性量表评分、认知情绪调节量表评分、抑制冲突效应量对比差异均无统计学意义(P>0.05)。干预后3个月,观察组手机成瘾量表评分(37.11±5.01)分,低于对照组的(41.25±6.33)分;观察组手机使用时间(2.72±0.71)h,低于对照组的(3.37±0.55)h;观察组认知情绪调节量表评分(88.79±5.66)分、心理弹性量表评分(76.63±3.97)分,高于对照组的(81.14±4.79)分、(71.75±4.55)分;观察组抑制冲突效应量(40.35±10.22)ms,低于对照组的(45.14±5.66)ms,差异均有统计学意义(P<0.01)。大学生手机成瘾倾向量表评分与认知情绪调节量表、心理弹性量表评分呈负相关(r=-0.397、-0.453,P<0.01),与冲突抑制效应量呈正相关(r=0.498,P<0.01)。结论 手机依赖直接影响大学生认知情绪调节及心理韧性;而以积极心理学为指导,开展抑制控制训练联合积极情绪训练,可减轻大学生手机依赖,提升认知情绪调节能力及心理韧性,改善自我控制能力,有助于促进其心理健康发展。

Intervention effect of mental health education on mobile phone dependence and mental health of college students

Objective To evaluate the intervention effect of mental health education (inhibition control training combined with positive emotion training) on college students' mobile phone dependence. Methods A total of 600 college students from 3 colleges and universities in Henan Province were investigated on their mobile phone dependence by using the mobile phone addiction tendency scale, and the students with mobile phone dependence were sampled and then they were randomly divided into a control group (n=66) and an observation group (n=67). The control group was given an inhibition control training intervention, and the observation group was given a positive emotion training intervention on the basis of the intervention of the control group. The changes of mobile phone dependence and mental health status of the two groups before and after intervention were compared. Results There were no significant differences in the score of mobile phone addiction scale, the time of using mobile phone, the score of psychological resilience scale, the score of cognitive emotion regulation scale, and the effect of conflict inhibition between the two groups before the intervention (all P>0.05). Three months after the intervention, the average score of mobile phone addiction scale in the observation group was (37.11±5.01), which was significantly lower than that in the control group (41.25±6.33); the average time of using mobile phone in the observation group was (2.72±0.71) h, which was lower than that in the control group: (3.37±0.55) h. The average scores of the cognitive emotion regulation scale and psychological resilience scale in the observation group were (88.79±5.66) and (76.63±3.97), which were higher than those in the control group: (81.14±4.79), and (71.75±4.55) respectively (both P<0.01). The conflict inhibition effect of the observation group was (40.35±10.22) ms, which was lower than that of the control group: (45.14±5.66) ms (P<0.01). The score of college students' mobile phone addiction tendency scale was negatively correlated with the scores of cognitive emotion regulation scale and psychological resilience scale (r=-0.397, -0.453, both P<0.01), but positively correlated with the effect of conflict inhibition (r=0.498, P<0.01). Conclusion Mobile phone dependence directly affects college students' cognitive emotion regulation and psychological resilience, while under the guidance of positive psychology, inhibition control training combined with positive emotion training can reduce college students' mobile phone dependence, improve their cognitive emotion regulation ability and psychological resilience, and improve their self-control ability, which is helpful to promote their mental health development.