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目的了解受艾滋病(AIDS)影响儿童的学业压力及应对策略的现状,探讨其在学业压力应对上的不足,为针对这一弱势群体制定相关救助政策及心理干预策略提供参考依据。方法应用卡方检验、t检验和Pearson相关分析等方法,探讨258名受艾滋病影响儿童和150名对照组儿童学业压力及应对策略的差异,不同压力应对策略的选择对学业压力的影响。结果受艾滋病影响儿童总体学业压力显著高于对照儿童(t=2.55,P=0.011),两组人群在任务要求压力(t=2.75,P=0.006)、竞争压力(t=2.39,P=0.018)、挫败感压力(t=2.79,P=0.005)三个维度有差异,但两组人群在主动(t=-1.02,P=0.307)、被动(t=-0.683,P=0.495)和维持现状(t=-0.416,P=0.884)三种应对策略方面并无差异。Pearson相关分析结果表明,主动的应对策略可缓解两组人群的学业压力,同时维持性策略也可以缓解受艾滋病影响儿童的任务要求压力(r=-0.162)、期望压力(r=-0.189),但是主动应对策略缓解趋势更加显著。结论受艾滋病影响儿童面临更大的学业压力,相应的干预措施应更多关注其心理疏导,增强自我效能感,促进这一弱势群体更积极地应对学业压力。
Objective To understand the status quo of academic pressure and coping strategies for children affected by AIDS and explore their deficiencies in coping with academic pressure, so as to provide reference for formulating relevant aid policies and psychological intervention strategies for this vulnerable group. Methods Chi-square test, t-test and Pearson correlation analysis were used to explore the differences of academic stress and coping strategies among 258 AIDS-affected children and 150 control children. The influence of different coping strategies on academic stress was also studied. Results The overall academic pressure of AIDS-affected children was significantly higher than that of the control children (t = 2.55, P = 0.011). There was no significant difference in job stress (t = 2.75, P = 0.006) (T = -1 .02, P = 0.307), passive (t = -0.683, P = 0.495) and maintenance The status quo (t = -0.416, P = 0.884) there is no difference between the three coping strategies. Pearson correlation analysis showed that proactive coping strategies can alleviate the academic stress in both groups, while maintaining sexual strategies can also alleviate the pressure of task requirements (r = -0.162), expected stress (r = -0.189) However, the active response strategy to ease the trend is even more significant. Conclusion Children under the influence of AIDS face greater academic pressure. Corresponding interventions should pay more attention to their psychological counseling, enhance their sense of self-efficacy, and promote this vulnerable group to cope with academic pressure more actively.