CAJ | 학술논문

目的：通过调查大学新生压力现状，为有针对性地开展大学生心理健康教育提供理论依据。方法采用一般调查问卷结合Beck‐Srivastava压力量表（Beck‐Srivastava stress inventory ，BSSI），对山东省4所高校1816名新生的压力源及压力强度情况进行调查。结果所有参与调查的大学新生压力源普遍集中在学习压力、人际关系、生活环境和感情问题4个方面，其检出率普遍超过60％，BSSI单因子得分也均在3分以上，且不同院校间的差异有统计学意义（P＜0．05）；在压力强度方面，参与调查的大学新生BSSI总分最高103分，最低62分，平均（80．84±11．24）分，高于临界值，且不同院校大学新生之间差异有统计学意义（ P＜0．05）。结论虽然不同院校之间大学新生的压力源与压力强度存在一定的差异，但大学新生面临的压力总体较大，必须引起足够的重视。
목적：통과조사대학신생압력현상，위유침대성지개전대학생심리건강교육제공이론의거。방법채용일반조사문권결합Beck‐Srivastava압역량표（Beck‐Srivastava stress inventory ，BSSI），대산동성4소고교1816명신생적압력원급압력강도정황진행조사。결과소유삼여조사적대학신생압력원보편집중재학습압력、인제관계、생활배경화감정문제4개방면，기검출솔보편초과60％，BSSI단인자득분야균재3분이상，차불동원교간적차이유통계학의의（P＜0．05）；재압력강도방면，삼여조사적대학신생BSSI총분최고103분，최저62분，평균（80．84±11．24）분，고우림계치，차불동원교대학신생지간차이유통계학의의（ P＜0．05）。결론수연불동원교지간대학신생적압력원여압력강도존재일정적차이，단대학신생면림적압력총체교대，필수인기족구적중시。
Objective The current situation of freshman’s stress was investigated to provide the theoretical basis for developing the psychological health education in college students .Methods It was adopted the ordinary questionnaire with the BSSI to investigate 1816 freshmen’s current situation of pressure source and stress intensi‐ty in four universities of Shandong Province .Results The pressure sources of all the participated freshmen were generally concentrated on the four aspects of learning pressure ,socialization ,life circumstances and emotional problems ,and their detection rates which was generally above 60% .The scores of AVONA of BSSI were averagely above 3 ,and the differences in universities had statistically significance ( P<0 .05 ) .At the aspect of stress intensi‐ty ,the top score of BSSI in all the participated freshmen were 103 ,and the lowest were 62 .The average were a‐mong(80 .84 ± 11 .24) scores which were higher than the threshold value .The differences in freshmen of different universities had statistical significances ( P<0 .05 ) .Conclusion Although there are differences in pressure source and stress intensity of freshmen in different universities ,and the freshmen face generally higher pressure which should be given adequately emphasis .