Volume 43 Issue 12
Dec.  2022
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WANG Qing, WU Yang. Group-based interpersonal relationship intervention in female college students' dormitory[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(12): 1822-1825. doi: 10.16835/j.cnki.1000-9817.2022.12.015
Citation: WANG Qing, WU Yang. Group-based interpersonal relationship intervention in female college students' dormitory[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2022, 43(12): 1822-1825. doi: 10.16835/j.cnki.1000-9817.2022.12.015

Group-based interpersonal relationship intervention in female college students' dormitory

doi: 10.16835/j.cnki.1000-9817.2022.12.015
  • Received Date: 2022-05-16
  • Rev Recd Date: 2022-10-10
  • Available Online: 2022-12-30
  • Publish Date: 2022-12-25
  •   Objective  This study explores the intervention effects of communication theories on college female dormitory relationship, so as to provide a reference for improving interpersonal relationship.  Methods  In October 2020, a randomized controlled experiment was conducted to randomly assign female students from four freshman classes in a university in Jiangxi Province to the intervention group (n=38) and the control group (n=36). Participants in the intervention group received a group intervention of three sessions, with 80 minutes for each session. Their dormitory relationships (including overall dormitory relationship, non interpersonan tension, affinity, and satisfaction) were measured before and three months after the intervention.  Results  Before the intervention, quality of interpersonal relationship between the two groups was higher and there was no significant difference between the two groups(P>0.05). Three months after the intervention, the scores of the members in the control group on interpersonal relationship quality, affinity and satisfaction(39.78±3.38, 17.59±2.94, 11.94±1.87) were significantly lower than those in the pre-test(44.07±5.47, 18.95±1.86, 13.14±2.04) (t=2.68, 2.49, 2.71, P < 0.05). However, the scores of the intervention group on the interpersonal relationship in the dormitory and the three dimensions contained therein did not change significantly (P>0.05) compared with the pre-test. In addition, the post-test results showed that the scores of the intervention group on dormitory interpersonal relationship quality and its two dimensions (affinity and satisfaction)(44.58±5.95, 12.58±2.45, 13.26±2.01) were higher than those of the control group(39.78±3.38, 10.94±2.30, 11.94±1.87) (t=2.72, 3.09, 2.92, P < 0.05).  Conclusion  Group intervention based on communication theory can improve interpersonal relationship in the dormitory of college female students at first acquaintance, and can effectively prevent interpersonal contradictions and relationship deterioration in the dormitory.
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