| 445 | 2 | 339 |
| 下载次数 | 被引频次 | 阅读次数 |
采用优势知识和优势使用量表（SKSUS）、心理韧性量表（CD-RISC）对665名大学生进行调研，以了解大学生优势知识和优势使用、心理韧性的现状，探究优势知识和优势使用与心理韧性的关系，进而从心理优势视角来探索大学生心理韧性提升的有效策略。结果发现：大学生的优势知识和优势使用、心理韧性均处于中等偏上水平；大学生的优势知识、优势使用与心理韧性及其各维度之间均呈显著正相关关系；大学生的优势知识、优势使用能够显著正向预测个体的心理韧性水平，共解释总变异的40.1%；相比于优势知识，优势使用对心理韧性的影响程度更大。因此，加强对大学生优势知识和优势使用的干预训练可以有效增强其心理韧性水平，且优势使用水平的提升更能增强心理韧性。
Abstract：A survey has been conducted on 665 college students using the Strength Knowledge and Strength Use Scale(SKSUS) and the Connor-Davidson Resilience Scale(CD-RISC) to understand the current status of college students' strength knowledge and use, resilience, explore the relationship between strength knowledge,strength use and resilience, and then explore effective strategies for improving college students' resilience from the perspective of psychological strength. The results show that college students' strength knowledge and use, as well as their resilience, are at a moderate to high level; There is a significant positive correlation between college students' strength knowledge, strength use, resilience, and its various dimensions; College students' strength knowledge and strength use can significantly positively predict an individual's level of resilience, explaining 40.1% of the total variation. And compared to strength knowledge, the strength use has a greater impact on resilience. Therefore,strengthening intervention training for college students' advantageous knowledge and utilization can effectively enhance their psychological resilience level, and the improvement of their advantageous utilization level can further enhance their psychological resilience.
[1] QUINLAN D,SWAIN N,VELLA-BRODRICK D A. Character strengths interventions:building on what we know for improved outcomes[J]. Journal of happiness studies,2012,13(6):1 145-1 163.
[2]SELIGMANME,STEENTA,PARKN,etal.Positive psychology progress:empirical validation of interventions[J].American psychologist,2005,60(5):410-421.
[3] GOVINDJI R,LINLEY P A. Strengths use,self-concordance and well-being:implications for strengths coaching and coaching psychologists[J]. International coaching psychology review,2007,2(2):143-153.
[4]万子薇，陈树林.大学生心理优势对生活满意度的影响：自我效能感和应对方式的中介作用[J].四川精神卫生，2021,34(3):247-251.
[5]万子薇.心理优势影响生活满意度：自我效能感和应对方式的作用[D].杭州：浙江大学，2022.
[6]王燕秋，张佳佳，任景敏，等.大学生心理弹性及其影响因素分析[J].第三军医大学学报，2010,32(7):684-687.
[7]张妍妍，赵帅.大学生心理韧性研究综述及展望[J].高教论坛，2024(2):120-124.
[8]刘丹，石国兴，郑新红.论积极心理学视野下的心理韧性[J].心理学探新，2010,30(4):12-17.
[9]彭凯平，孙沛，倪士光.中国积极心理测评手册[M].北京：清华大学出版社，2022.
[10]ALLANBA,OWENSRL,KIMT,etal.Strengths and satisfaction in first year undergraduate students:a longitu dinal study[J]. The journal of positive psychology,2021,16(1):94-104.
基本信息:
DOI：10.13573/j.cnki.sjzxyxb.2025.03.007
中图分类号:G444;G645.5
引用信息:
[1]冯才华,董贝贝,薛阳阳.心理优势视角下大学生心理韧性提升实证研究[J].石家庄学院学报,2025,27(03):79-83.DOI:10.13573/j.cnki.sjzxyxb.2025.03.007.
基金信息:
山西省高等学校哲学社会科学研究项目(思想政治教育专项)“‘大思政’格局下大学生积极心理品质培育的路径与机制研究”(2023zsszsx024);山西省高等学校哲学社会科学研究项目(思想政治教育专项)“提升抗逆力视域下基于五育融合的大学生心理健康课程设计与实施”(2024zsszsx030); 山西农业大学2024年党建和思想政治工作专题研究项目“数字化背景下学生心理问题预警与干预研究”(ybkt202406)
2025-05-20
2025-05-20