翻转课堂教学对大学生专业性求助态度影响的实证研究

目的探讨翻转课堂教学对大学生心理求助态度的影响。方法采用小规模限制性在线课程和体验式教学相结合的方式开展心理健康课程。在课程开始之前与结束之后,以寻求专业性心理帮助态度的量表(郝志红2007年修订版)与寻求专业心理求助的自我污名量表(Vogel等编制)为工具,对随机选取的258名被试的求助态度与自我污名进行测量。采用SPSS 22.0、应用配对样本t检验统计与分析相关数据。结果回收有效量表242份。其统计结果表明,翻转课堂减轻了自我污名(t=2.067,P=0.040),提升了学生的专业性心理求助意愿(t=2.438,P=0.015)。课程开始之前,高投入组学生与低投入组学生的求助态度(t=0.515,P=0.607)与自我污名(t=0.432,P=0.666)得分差异无统计学意义;课程结束后,高投入组学生求助态度得分显著高于低投入组(t=2.401,P=0.018),高投入组学生自我污名得分低于低投入组(t=2.185,P=0.031)。结论翻转课堂教学有助于减轻自我污名评价,让学生形成更加积极的求助态度。在知识学习、自我表露、自我反思层面投入度越高的学生,其态度转变越为明显。

Empirical study on the influence of flipped classroom teaching mode on college students' professional help-seeking attitudes

Objective To explore the influence of flipped classroom teaching mode on college students'attitudes towards psychological help-seeking.Methods The small private online course and experiential teaching method were combined to teach the course of mental health.Before and after the course,the Attitudes toward Seeking Professional Psychological Help Scale(Hao Zhihong 2007 Revision)and the Self-Stigma of Seeking Professional Psychological Help Scale(Vogel et al.)were used to measure the professional help-seeking attitudes and self-stigma of 258 randomly selected subjects.SPSS 22.0 and paired sample t-test were used and related data were analyzed.Results A total of 242 valid scales were collected.The teaching mode of flipped classroom reduced self-stigma(t=2.067,P=0.040)and increased the willingness of professional psychological help-seeking among students(t=2.483,P=0.015).Before the course,there was no significant difference between the high-input group and the low-input group in the attitudes of help-seeking(t=0.515,P=0.607)and self-stigma(t=0.432,P=0.666).After the course,the scores of help-seeking attitudes in the high-input group were significantly higher than those in the low-input group(t=2.401,P=0.018),and the self-stigma scores in high-input group were significantly lower than those in low-input group(t=2.185,P=0.031).Conclusion The teaching mode of flipped classroom helps to reduce self-stigma evaluation and forms a more positive attitude towards seeking help.Attitudes changed significantly in those students who have higher commitment in knowledge learning,self-expression and self-reflection.