大学生心理应激及成就动机与心理资本的关系

丁坤; 杨晓静; 张康娣; 程馨; 王新强; 黄凯; 胡成洋; 骆海浪; 张秀军

doi:10.16835/j.cnki.1000-9817.2021.11.011

大学生心理应激及成就动机与心理资本的关系

doi: 10.16835/j.cnki.1000-9817.2021.11.011

丁坤¹,
杨晓静¹,
张康娣¹,
程馨¹,
王新强¹,
黄凯¹,
胡成洋^{1, 2},
骆海浪¹,
张秀军^1, ,

1.
安徽医科大学公共卫生学院流行病与卫生统计学系, 合肥 230032
2.
安徽医科大学人文医学学院人文医学系

基金项目:

安徽省自然科学基金项目 2008085MH263

安徽医科大学校基金项目 2019xkj019

安徽医科大学2020年度临床医学("5+3"一体化)专业"早期接触科研"训练计划项目 2020-ZQKY-69

详细信息

作者简介:
丁坤(1997-), 男, 湖北黄冈人, 在读硕士, 主要研究方向为心理行为流行病学

通讯作者:
张秀军, E-mail: zhangxiujun@ahmu.edu.cn

中图分类号: G647.8 B844.2 G444
计量
- 文章访问数: 1059
- HTML全文浏览量: 345
- PDF下载量: 84
- 被引次数: 0
出版历程
- 收稿日期: 2021-07-02
- 修回日期: 2021-08-15
- 网络出版日期: 2021-12-01
- 刊出日期: 2021-11-25

Relationships among psychological stress, achievement motivation and psychological capital in college students

1.
Department of Epidemiology and Biostatistics, School of Public Health, Anhui Medical University, Hefei (230032), China

摘要

摘要: 目的探讨大学生心理应激、成就动机与心理资本的关系，为提升大学生心理资本水平提供参考。方法采用多阶段分层整群抽样的方法抽取安徽省10所高校9 940名大学生，使用成就动机量表(AMS)、心理应激量表(SRQ-20)、心理资本量表(PPQ)进行调查，运用χ²检验、Spearman相关和分层回归进行调节作用分析。结果不同专业、是否任职学生干部、家庭财富等级和是否具有留守经历方面的大学生心理应激状态检出率差异均有统计学意义(χ²值分别为15.50，10.25，28.61，25.55，P值均＜0.05)；相关结果表明，大学生心理应激与成就动机中的追求成功(r=-0.27)和心理资本中的自我效能、乐观、希望、韧性4个维度均呈负相关(r值分别为-0.43，-0.41，-0.36，-0.45，P值均＜0.05)，而与避免失败呈正相关(r=0.25，P＜0.05)。分层回归模型结果表明，心理应激在大学生成就动机各维度(β_追求成功=0.02，ΔR²=0.01，P＜0.01；β_避免失败=0.03，ΔR²=0.01，P＜0.01)与心理资本的关系存在调节作用。结论女生、高年级、低家庭财富等级、有留守经历的大学生更易产生心理应激；心理应激与成就动机和心理资本均存在关联，且心理应激在大学生成就动机与心理资本的关系间存在调节作用。
- 应激, 心理学 /
- 成就 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective This study explored the relationships among psychological stress, achievement motivation and psychological capital in college students to provide a reference for improving the level of psychological capital in college students. Methods A multi-stage stratified cluster sampling method was used to select 9 940 college students from ten universities in Anhui Province. The achievement motivation scale (AMS), psychological stress scale (SRQ-20) and psychological capital scale (PPQ) were applied. The moderating effect of the questionnaire was analyzed with χ² tests, Spearman rank correlation and stratified regression. Results Statistical differences were found in psychological stress according to major, whether students leader, family economic status and whether students had left-behind experience (χ²=15.50, 10.25, 28.61, 25.55, P < 0.05). The rank correlation results indicated that psychological stress was negatively correlated with the pursuit of success (r=-0.27) and four dimensions of self-efficacy, optimism, hope and resilence in psychological capital (r=-0.43, -0.41, -0.36, -0.45)(P < 0.05), and was positively correlated with the avoidance of failure (r=0.25, P < 0.05). The stratified regression model indicated that psychological stress in the dimensions of college students' achievement motivation (pursuit of success: β=0.02, ΔR²=0.01, P < 0.01; failure avoidance: β=0.03, ΔR²=0.01, P < 0.01) played a moderating role in the relationship between psychological capital and psychological capital. Conclusion Being female, senior students, low household economic status, and left-behind experience are associated with more psychological stress among college students. Psychological stress is correlated with achievement motivation and psychological capital, and has a moderating effect on the relationship between achievement motivation and psychological capital.
- Stress, psychological /
- Achievement /
- Mental health /
- Regression analysis /
- Students

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图 1 大学生心理应激对追求成功与心理资本关系的调节作用

Figure 1. The moderating effect of psychological stress to relationship between predict pursuit of success and psychological capital of college students

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图 2 大学生心理应激对避免失败与心理资本关系的调节作用

Figure 2. The moderating effect of psychological stress to relationship between predict avoidance of failure and psychological capital of college students

下载: 全尺寸图片幻灯片

表 1 不同人口学特征大学生心理应激状态检出率比较

Table 1. Psychological stress of college students with different demographic characteristics

人口学指标	选项	人数	心理应激人数	χ²值	P值
性别	男	4 829	450(9.3)	2.55	0.11
	女	5 111	525(10.3)
是否医学专业	是	3 999	335(8.4)	15.50	＜0.01
	否	5 941	640(10.8)
学生干部	是	4 447	389(8.7)	10.25	＜0.05
	否	5 493	586(10.7)
家庭财富等级	低	2 442	301(12.3)	28.61	＜0.01
	中	5 176	493(9.5)
	高	2 332	306(7.8)
留守经历	是	4 651	531(11.4)	25.55	＜0.01
	否	5 289	444(8.4)
注： ()内数字为检出率/%。

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表 2 大学生心理应激与心理资本和成就动机各维度的相关系数(r值，n=9 940)

Table 2. Correlation analysis of psychological stress, psychological capital and achievement motivation (r, n=9 940)

变量	心理应激	自我效能	乐观	希望	韧性	心理资本总分	追求成功
自我效能	-0.43
乐观	-0.41	0.69
希望	-0.36	0.67	0.72
韧性	-0.45	0.69	0.54	0.53
心理资本总分	-0.49	0.90	0.86	0.85	0.81
追求成功	-0.27	0.49	0.42	0.44	0.35	0.50
避免失败	0.25	-0.35	-0.26	-0.31	-0.45	-0.40	-0.12
注： P值均＜0.01。

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表 3 大学生心理应激对追求成功预测心理资本的调节作用(β值，n=9 940)

Table 3. The moderating effect of college students' psychological stress on predicting psychological capital in pursuit of success (β, n=9 940)

变量	步骤1	步骤2	步骤3
常量	-0.40^*	-0.20^*	-0.19^*
专业	0.09^*	0.05^*	0.05^*
学生干部	0.19^*	0.12^*	0.12^*
家庭经济	0.16^*	0.08^*	0.08^*
留守经历	0.08^*	0.03^*	0.03^*
追求成功	-	0.04^*	0.04^*
心理应激	-	-0.08^*	-0.07^*
追求成功×心理应激	-	-	0.02^*
R²值	0.05	0.39	0.40
ΔR²值	0.05^*	0.34^*	0.01^*
ΔF值	-	-	10.96^*
注： *P < 0.05。

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表 4 大学生心理应激对避免失败预测心理资本的调节作用(β值，n=9 940)

Table 4. The moderating effect of college students' psychological stress on the psychological capital of advoidance of failure(β, n=9 940)

变量	步骤1	步骤2	步骤3
常量	-0.40^*	-0.22^*	-0.23^*
专业	0.09^*	0.03^*	0.02^*
学生干部	0.19^*	0.14^*	0.14^*
家庭经济	0.16^*	0.12^*	0.12^*
留守经历	0.08^*	0.02	0.02
避免失败	-	-0.03^*	-0.03^*
心理应激	-	-0.08^*	-0.09^*
避免失败×心理应激	-	-	0.03^*
R²值	0.05	0.34	0.35
ΔR²值	0.05^*	0.29^*	0.01^*
ΔF值	-	-	52.92^*
注： *P < 0.05。

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