优秀贫困大学生积极心理品质现状及影响因素

余琼; 王彦娜; 柳林

doi:10.16835/j.cnki.1000-9817.2022.04.019

优秀贫困大学生积极心理品质现状及影响因素

doi: 10.16835/j.cnki.1000-9817.2022.04.019

余琼^{1, 2},
王彦娜¹,
柳林¹

1.
东莞城市学院学生处，广东 523419
2.
吉林大学南方研究院

基金项目:

广东省教育科学“十三五”规划2020年度项目 2020GXJK474

详细信息

作者简介:
余琼(1982-)，女，江西九江人，在读博士，讲师，主要研究方向为心理健康教育

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G647.8 G444 B844.2
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- 被引次数: 0
出版历程
- 收稿日期: 2021-10-26
- 修回日期: 2022-02-09
- 网络出版日期: 2022-04-25
- 刊出日期: 2022-04-25

Current situation and influencing factors of positive psychological wellbeing of outstanding impoverished college students

YU Qiong^{1, 2},
WANG Yanna¹,
LIU Lin¹

1.
Students' Affairs Division, Dongguan City College, Dongguan (523419), Guangdong Province, China

摘要

摘要: 目的了解优秀贫困大学生的积极心理品质现状及其影响因素，为学校贫困生心理教育工作提供一定的参考依据。方法于2021年4—5月，采用一对一深入访谈法，对东莞市某本科高校22名优秀贫困大学生进行访谈。结果优秀贫困大学生的积极心理品质主要有9项：感恩(20名)、独立(15名)、真诚(13名)、努力(12名)、友善(11名)、好学(11名)、自我认知调节(11名)、自律(11名)、坚持(11名)等，其中感恩和独立是最核心的心理品质。影响优秀贫困大学生的积极心理品质因素主要为家庭因素(“家人的品质影响”占72.7%，“家人的教导”占63.6%，“家人的情感支持”占59.1%，“父母重视教育”占比36.4%)，且家人的品质影响是核心因素；同伴因素(“同伴的影响”占45.5%，“同伴的情感支持”占45.5%)；教师因素(“教师的情感支持”占40.9%，“教师的教导”占27.3%)，此外，其他因素如个人实践经历、国家政策支持和学校氛围等也有一定的影响作用。结论优秀贫困大学生有较多的积极心理品质。应多关注贫困大学生群体的积极心理特征，从多方面探索积极心理品质形成的因素，重视社会情感支持的作用，加强贫困生群体的积极心理品质教育。
- 贫困 /
- 学生 /
- 精神卫生 /
- 定性研究
Abstract: Objective To explore positive psychological wellbeing of outstanding impoverished college students, and to provide reference for targeted mental health education. Methods By using in-depth interview, twenty-two outstanding impoverished college students from an undergraduate university in Dongguan were recruited and interviewed during April to May 2021. Results Qualitative analysis showed 9 characteristics in positive psychological wellbeing among these outstanding impoverished college students: gratitude(n=20), independence(n=15), sincerity(n=13), hard-working(n=12), friendliness(n=11), studious(n=11), self-cognitive adjustment(n=11), self-discipline(n=11) and persistence(n=11), among which gratitude and independence were the core attributes. Factors associated with these positive psychological wellbeing mainly included the following aspects: family-related factors [family function(72.7%), family teaching(63.6%), family emotional support(59.1%), parental attention in education(36.4%)], and family function scored the highest; peer-related factors [peer influence(45.5%) and peer emotional support(45.5%)]; and teacher-related factors [teachers' emotional support(40.9%) and teachers' teaching(27.3%)]. In addition, other factors such as personal practical experience, national policy support and school atmosphere also had certain impacts. Conclusion Outstanding impoverished college students demonstrate positive psychological wellbeing. It should pay more attention to the positive psychological characteristics of impoverished college students, to explore factors associated with positive psychological qualities from various aspects, to pay attention to the role of social and emotional support, and to implement education to enhance positive psychological traits among impoverished college students.
- Poverty /
- Students /
- Mental health /
- Qualitative research
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