寻求帮助的问题:探索压力思维对学术行为的双重影响
Jianwei Zhang1, Guangxia Guo1, Mengmeng Fu1
1School of Education, Beijing Institute of Technology, Beijing, China.
Psychological reports
|May 17, 2025
概括
大学生的压力思维方式塑造了他们寻求帮助的行为. 自主寻求帮助 (AHS) 提高了参与度,而依赖寻求帮助 (DHS) 增加了倦怠,影响了学业成功.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 社会学 社会学 社会学
背景情况:
- 大学学生的学术压力正在上升,需要寻求帮助.
- 压力信念对寻求帮助及其学术成果的影响需要进一步调查.
- 了解不同的压力思维方式如何影响寻求帮助对于学生的福祉至关重要.
研究的目的:
- 通过二维求助理论的透视来研究压力思维对学术行为的影响.
- 区分自主寻求帮助 (AHS) 和依赖寻求帮助 (DHS) 的驱动因素和后果.
- 开发和测试一种理论模型,将压力思维方式,寻求帮助和学术成果联系起来.
主要方法:
- 在中国,对488名大学生进行了三波调查.
- 该研究检查了压力思维模式 (压力增强思维模式[SIEM]和压力削弱思维模式[SIDM]),寻求帮助行为 (AHS和DHS) 和学术结果 (参与和倦怠) 之间的关系.
- 使用统计分析来测试拟议的理论模型和调解效应.
主要成果:
- 发现自主寻求帮助 (AHS) 可以增强学术参与,减少学术倦怠.
- 依赖寻求帮助 (DHS) 与学术疲劳增加和学术参与度下降有关.
- 压力增强的心态 (SIEM) 正面预测了AHS,而压力减弱的心态 (SIDM) 正面预测了DHS.
- SIEM通过AHS间接增强了学术参与,而SIDM通过DHS间接加剧了学术倦怠.
结论:
- 压力思维方式显著影响学生寻求帮助的策略和随后的学业成绩.
- AHS代表寻求帮助的"光明面",促进积极的学术成果,而DHS代表"黑暗面",导致负面的结果.
- 这项研究强调了寻求帮助的矛盾调解效应,促进了对压力信念和学术行为之间的复杂相互作用的理解.
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