Northeast Agricultural University, Harbin, Heilongjiang, China. E-mail:
Work. 2021;69(2):515-529. doi: 10.3233/WOR-213496.
College freshmen, as a special group who are far away from their parents and begin to study and live independently, will face psychological stress in adaption to the college life, which may affect their working and living conditions in the university and even after entering the society if not solved reasonably. Hence, it is necessary to explore how to relieve the psychological stress of freshmen.
The study aimed to analyze the intervention effects of cognitive behavioral therapy on social psychological stress of freshmen under different demographic variables.
108 freshmen of Northeast Agricultural University were divided into the experimental group and control group. The correlation between psychological stress and impulse, self-esteem, and loneliness was analyzed using structural equation model and multiple regression. The experimental group received group training for one month, while the control group did not accept any intervention. The Fear of Negative Evaluation (FNE) Scale, Interaction Anxiousness Scale (IAS), and Interpersonal Efficacy Scale (IES) were used to score students before and after activities and three months after activities. The relevant information was collected for students' self-evaluation and the evaluation results from group teachers.
The subjects' social psychological stress was positively correlated with loneliness and unplanned impulse, and negatively correlated with self-esteem (P < 0.001); the IAS and FNE scores of the experimental group after test were greatly lower than those of the control group, while the scores of affinity efficacy, communication efficacy, and emotional control were greatly higher than those of the control group (P < 0.05); the tracking IAS and FNE scores of the experimental group were greatly lower than those of the control group, while the scores of affinity efficacy, self-impression efficacy, communication efficacy, and emotional control were greatly higher than those of the control group (P < 0.05). All students in the experimental group were satisfied with the cognitive behavioral group training. Under the positive guidance of the team teacher, the students' psychological stress was released.
The cognitive behavior group training based on impulse, self-esteem, and loneliness can effectively improve the affinity efficacy, self-impression efficacy, communication efficacy, and negative evaluation fear of freshmen, which is instrumental in easing the psychological stress of students and can maintain long-term effects.
大学新生作为远离父母、开始独立学习和生活的特殊群体，在适应大学生活时会面临心理压力，如果不能合理解决，可能会影响他们在大学期间乃至进入社会后的工作和生活状况。因此，有必要探讨如何缓解新生的心理压力。
分析认知行为疗法对不同人口统计学变量下新生社会心理应激的干预效果。
将东北农业大学 108 名新生分为实验组和对照组。采用结构方程模型和多元回归分析心理压力与冲动、自尊和孤独的相关性。实验组接受为期一个月的团体培训，对照组不接受任何干预。采用恐惧负面评价量表（FNE）、交往焦虑量表（IAS）和人际效能感量表（IES）对学生活动前后及活动后三个月进行评分。收集学生自我评价和团体教师评价的相关信息。
研究对象的社会心理应激与孤独和无计划冲动呈正相关，与自尊呈负相关（P<0.001）；实验组测试后的 IAS 和 FNE 评分明显低于对照组，而亲和效能、沟通效能和情绪控制评分明显高于对照组（P<0.05）；实验组的跟踪 IAS 和 FNE 评分明显低于对照组，而亲和效能、自我印象效能、沟通效能和情绪控制评分明显高于对照组（P<0.05）。实验组所有学生均对认知行为团体培训表示满意。在团队教师的积极引导下，学生的心理压力得到释放。
基于冲动、自尊和孤独的认知行为团体培训可以有效提高新生的亲和效能、自我印象效能、沟通效能和对负面评价的恐惧，有助于缓解学生的心理压力，并能维持长期效果。
