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大学生情绪智力与心理健康的关系 总被引:1,自引:0,他引:1
目的了解大学生情绪智力与心理健康状况之间的关系,为大学生心理健康咨询与教育提供科学依据。方法采用情绪智力量表(EIS)和症状自评量表(SCL-90),对整群随机抽取的太原市312名大学生进行问卷调查。结果大学生人际敏感因子的城乡差异有统计学意义;SCL-90总分及各因子(除躯体化、焦虑、恐怖)的年级差异有统计学意义。大学生情绪智力总分与SCL-90总分及抑郁、恐怖、偏执、精神病性显著负相关,情绪自控能力与调控他人情绪能力与SCL-90总分及大部分因子显著负相关。除强迫、敌对外,不同情绪智力水平大学生SCL-90总分及各因子差异有统计学意义。情绪自控能力进入了大学生总体心理健康及各因子的回归模型中,情绪自控能力联合运用情绪能力能有效预测大学生总体心理健康及大部分因子。结论自我调控能力和运用情绪能力是大学生心理健康的重要预测指标。 相似文献
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目的探讨情绪智力在应对方式与学习倦怠之间的关系中是否起到中介作用,为降低中学生学习倦怠感提供针对性建议。方法采用"中学生学习倦怠量表"、"巴昂情绪智力量表(青少年版)(Bar-on EQ-i:YV)中文修订版"和"中学生应对方式量表(CSSMSS)"对616名湖北省襄樊市中学生进行调查。结果情绪智力与学习倦怠各维度均呈显著负相关,而与除幻想外的5种应对方式呈显著正相关;情绪智力在应对方式与学习倦怠间的关系中存在中介作用,其中情绪智力在求助与疏离、忍耐与低效能感2个关系间为完全中介效应,在其余的关系中均为部分中介效应。结论应对方式通过情绪智力等因素的中介作用对学习倦怠产生影响。 相似文献
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情绪智力反映了人们在体验、识别、理解、调节和使用自我相关与他人相关情绪方面所存在的个体差异[1-2].高水平的情绪智力作为一种保护性资源,能促进个体的心理健康;而低水平的情绪智力则意味着易损性,与心理痛苦密切相关[3-6].已有研究证实,情绪智力可影响个体的心理健康水平[7-9].鉴于情绪智力影响个体的应对方式,应对方式与个体的心理健康密切相关[5,10-11],可以推测应对方式可能在个体情绪智力与心理健康的关系中起中介作用.因此,本研究以大学生群体为样本,采用结构方程模型探讨情绪智力、应对方式、心理健康三者的关系,为大学生心理健康教育和心理辅导提供依据和指导. 相似文献
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Diner等认为,主观幸福感主要包括生活满意感、积极情感和消极情感.生活满意感是对生活的整体认知评价,积极情感是指合群、乐观、自尊、愉快等,消极情感则与此相反.对整体生活的满意程度愈高,体验到的积极情感愈多,消极情感愈少,则个体的主观幸福感愈强. 相似文献
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美育是学校教育的重要组成部分 ,通过审美教育 ,能够使学生以正确的审美观、价值观支配自己的情感、意识和行为 ,以高雅的审美修养、审美情趣丰富、发展、完善自己的认知、情操、人格 ,促进整体素质全面提高。对于即将走上救死扶伤岗位的医学生来说 ,通过美育 ,提高审美创造能力十分必要。1 医学生需要加强美育1 .1 美育对医学生心理素质的影响 医学生同其他专业大学生一样是处于青春后期的特殊人群。他们的世界观和人格在波动变化并且脆弱的心理状态下逐渐形成。安徽医科大学对1 997级学生进行心理健康水平调查的结果表明 :入学初期 ,医… 相似文献
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目的研究高中生学业倦怠与父母教养方式的关系,为进一步改善高中生学习态度提供依据。方法使用Maslash倦怠量表学生版(MBI-SS)和家庭教养方式量表(EMBU),对北京市某中学747名高中生施测,对高学业倦怠倾向组和低学业倦怠倾向组学生的父母教养方式得分进行MANOVA检验。最后对MBI-SS和EMBU的各维度进行典型相关分析。结果相对于低学业倦怠倾向组而言,高学业倦怠倾向组学生得到的父母情感温暖和理解更少,而惩罚和严厉、拒绝和否认、过度保护和干涉则更多。结论不良的父母教养方式与高中生学业倦怠关系密切;改善父母教养方式,有助于减轻中学生倦怠。 相似文献
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探讨医学生无聊倾向性与学习动机、核心自我评价之间的关系,为医学生无聊情绪的干预提供线索与依据.方法 采用分层整群抽样方法,从宁夏某医科院校随机抽取1 667名学生进行问卷调查.结果 医学生无聊倾向性在性别、年级及不同专业满意度间的差异均有统计学意义(P值均<0.05);医学生无聊倾向性总分及内、外部刺激两维度与学习动机总分及各维度、核心自我评价之间均存在负相关关系(P值均<0.01);核心自我评价、学习动机能力追求维度可联合显著预测无聊倾向性45.8%的变异量;核心自我评价在学习动机与大学生无聊倾向性间起部分中介作用,中介效应占总效应的59.4%.结论 医学生无聊倾向性与学习动机、核心自我评价之间关系密切.应引导和激发医学生的学习动机,帮助其建立积极的自我评价,减少无聊体验. 相似文献
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探讨生活满意度在大学生心理资本与学业倦怠关系中的调节作用,为提高大学生的心理健康水平提供依据.方法 采用积极心理资本问卷、大学生学业倦怠量表、青少年生活满意度量表对天津地区3所高校整群抽取的544名大学生进行问卷调查.结果 女生生活满意度水平高于男生,学业倦怠水平低于男生;城市大学生心理资本和生活满意度水平高于农村大学生,差异均有统计学意义(P值均<0.05).心理资本中的自我效能、乐观、希望与学业倦怠均呈负相关(r值分别为-0.49,-0.40,-0.50,P值均<0.01),韧性与学业倦怠呈正相关(r=0.11,P<0.01);生活满意度各维度与心理资本均呈正相关,与学业倦怠均呈负相关(P值均<0.01).回归分析表明,友谊满意度、家庭满意度、自由满意度和环境满意度与心理资本的交互项对学业倦怠均有负向预测性(β值分别为-1.250,-1.581,-1.458,-0.949,P值均<0.05).结论 生活满意度对心理资本和学业倦怠的关系具有调节作用,提高大学生的幸福感有助于缓解学业倦怠. 相似文献
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目的探究学业勤奋度对学生学业成绩的影响,为高中生心理健康教育提供实证依据。方法采用中学生学业勤奋问卷,对采用目的取样和分层取样法选取的黄石市实验高中、阳新县英才高中的386名高一、高二年级学生学业勤奋度发展水平进行调查,运用t检验相关分析和回归分析进行统计学处理。结果高中生学业勤奋度的平均等级为3.08,全问卷的总体不良率和良好率分别为28.3%,32.2%。女生顽强性明显高于男生(P<0.05),高二学生时间投入显著高于高一学生(P<0.05)。目标监控、时间投入和顽强性与学业成绩均存在显著正相关(P值均<0.01)。进一步回归分析发现,时间投入、任务承诺和顽强性对学生的学业成绩存在直接作用。结论时间投入、任务承诺和顽强性对学生的学业成绩存在预测作用。 相似文献
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Helping medical students identify their emotional intelligence 总被引:3,自引:0,他引:3
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目的 了解大学生情绪智力特点及其与自尊和学业满意度关系。方法 采用情绪智力、自尊和学业满意度量表对宁夏大学248名大学生进行调查。结果 大学生自我情绪调控[(3.71±0.35)分]和调控他人情绪[(3.67±0.40)分]以及情绪运用[(3.65±0.54)分]得分均高于情绪感知(3.51±0.23)分](P<0.001); 女生情绪智力总分[(3.67±0.23)分]、自我情绪调控得分[(3.76±0.36)分]、情绪运用得分[(3.72±0.53)分]均高于男生的(3.57±0.23)、(3.64±0.32)、(3.54±0.52)分(P<0.05);大三学生情绪智力总分(3.66±0.23)和情绪感知得分(3.56±0.31)明显高于大一的(3.59±0.24)、(3.47±0.36)分(P<0.05);大学生情绪智力各维度与自尊和学业满意度均呈正相关(P<0.05);大学生自我情绪调控和调控他人情绪在自尊与学业满意度之间起部分中介作用,中介效应占总效应比例分别为18.5%、11.3%。结论 大学生情绪智力各因子发展不均衡,情绪智力存在性别和年级差异,大学生自尊通过情绪调控对学业满意度起中介作用。 相似文献
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Library use and academic achievement among medical students 总被引:1,自引:0,他引:1
Many factors play a part in determining the performance of students in examinations, but the extent to which students use library facilities does not appear to have been recently considered as a factor, in medicine or in any other academic subject. In this study, the number of books borrowed from the library by undergraduate medical students was used as a simple measure of library use, and significant differences in book-borrowing levels were found between students in different years of the medical course, students from different regions of the world, and men and women students. In the first year of the course, students who borrowed most also performed best in their end-of-year examinations, and this association was only partly explained by regional differences. No such association was found among final-year students, suggesting different study habits and different assessment criteria in the clinical years of the course. 相似文献
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Medical Education 2011: 45 : 835–842 CONTEXT The occupational health literature has long been dominated by stress‐related topics. A more contemporary perspective suggests using a positive approach in the form of a health model focused on what is right with people, such as feelings of well‐being and satisfaction. OBJECTIVES Using a positive perspective and multi‐source data collection, this study investigated the inter‐relationships among emotional intelligence (EI), patient satisfaction, doctor burnout and job satisfaction. METHODS In this observational study, 110 internists and 2872 out‐patients were surveyed in face‐to‐face interviews. RESULTS Higher self‐rated EI was significantly associated with less burnout (p < 0.001) and higher job satisfaction (p < 0.001). Higher patient satisfaction was correlated with less burnout (p < 0.01). Less burnout was found to be associated with higher job satisfaction (p < 0.001). CONCLUSIONS This study identified EI as a factor in understanding doctors’ work‐related issues. Given the multi‐dimensional nature of EI, refinement of the definition of EI and the construct validity of EI as rated by others require further examination. 相似文献
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目的 探讨高中生学习自我效能感和学习倦怠之间的关系及未来时间洞察力在其中的中介作用。方法 采用高中生未来时间洞察力问卷、高中生学习自我效能感问卷、高中生学习倦怠问卷对958名高中生进行问卷调查。结果 不同年级高中生未来时间洞察力差异无统计学意义,在学习自我效能感和学习倦怠得分上差异均有统计学意义(F学习自我效能感= 7.067,P < 0.01;F学习倦怠= 5.661,P < 0.05)。高中生的学习自我效能感与未来时间洞察力呈显著正相关(r = 0.616,P < 0.01),未来时间洞察力与学习倦怠呈显著负相关(r = -0.327,P < 0.01),学习自我效能感与学习倦怠呈显著负相关(r = -0.486,P < 0.01)。未来时间洞察力在学习自我效能感和学习倦怠间有部分中介效应,中介效应占总效应的比例为12.3%。结论 增强未来时间洞察力,提升学习自我效能感,对改善高中生的学习倦怠具有重要意义。 相似文献
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Michael T Brannick Monika M Wahi Melissa Arce Hazel-Anne Johnson Stanley Nazian & Steven B Goldin 《Medical education》2009,43(11):1062-1068
Context Emotional intelligence (EI), the ability to perceive emotions in the self and others, and to understand, regulate and use such information in productive ways, is believed to be important in health care delivery for both recipients and providers of health care. There are two types of EI measure: ability and trait. Ability and trait measures differ in terms of both the definition of constructs and the methods of assessment. Ability measures conceive of EI as a capacity that spans the border between reason and feeling. Items on such a measure include showing a person a picture of a face and asking what emotion the pictured person is feeling; such items are scored by comparing the test-taker's response to a keyed emotion. Trait measures include a very large array of non-cognitive abilities related to success, such as self-control. Items on such measures ask individuals to rate themselves on such statements as: 'I generally know what other people are feeling.' Items are scored by giving higher scores to greater self-assessments. We compared one of each type of test with the other for evidence of reliability, convergence and overlap with personality.
Methods Year 1 and 2 medical students completed the Meyer–Salovey–Caruso Emotional Intelligence Test (MSCEIT, an ability measure), the Wong and Law Emotional Intelligence Scale (WLEIS, a trait measure) and an industry standard personality test (the Neuroticism–Extroversion–Openness [NEO] test).
Results The MSCEIT showed problems with reliability. The MSCEIT and the WLEIS did not correlate highly with one another (overall scores correlated at 0.18). The WLEIS was more highly correlated with personality scales than the MSCEIT.
Conclusions Different tests that are supposed to measure EI do not measure the same thing. The ability measure was not correlated with personality, but the trait measure was correlated with personality. 相似文献
Methods Year 1 and 2 medical students completed the Meyer–Salovey–Caruso Emotional Intelligence Test (MSCEIT, an ability measure), the Wong and Law Emotional Intelligence Scale (WLEIS, a trait measure) and an industry standard personality test (the Neuroticism–Extroversion–Openness [NEO] test).
Results The MSCEIT showed problems with reliability. The MSCEIT and the WLEIS did not correlate highly with one another (overall scores correlated at 0.18). The WLEIS was more highly correlated with personality scales than the MSCEIT.
Conclusions Different tests that are supposed to measure EI do not measure the same thing. The ability measure was not correlated with personality, but the trait measure was correlated with personality. 相似文献
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北京某三甲医院心脏外科医生职业倦怠与压力水平的关系 总被引:2,自引:0,他引:2
目的调查安贞医院心脏外科医生的职业倦怠状况,探讨职业倦怠与压力水平的关系。方法采用Maslach倦怠量表(MBI-GS)和职业压力指标问卷(OSI-2)中的压力源分量表对66名心脏外科医生进行调查。结果 47%的被试者有一定程度的情绪衰竭;39.4%的被试者有一定程度的情感疏远;10.6%的被试者职业效能感较低。年龄、受教育程度与心脏外科医生的职业倦怠相关(P<0.05);工作10~15年者职业倦怠程度显著高于其他人群;婚姻状况与职业倦怠无显著相关。工作负荷对情绪衰竭具有正相关作用;人际关系对情感疏远具有正相关作用;日常烦忧、管理角色对职业效能具有负相关作用。结论部分心脏外科医生有一定程度的职业倦怠;不同来源的压力源对职业倦怠的三个维度具有不同的影响作用。 相似文献