园艺治疗对缓解本科大学生压力的干预研究
The Intervention Study of Horticultural Therapy for Alleviating Stress in Undergraduate Students
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- Keywords: Horticultural therapy; Stress; Undergraduate; College students园艺治疗; 压力; 本科; 大学生
- Abstract: Activities related to plants, such as wheat field tourism, agricultural variety shows, and farm-based educational programs, have gained popularity among undergraduate students. Some graduates choose to become “new farmers” and contribute to rural revitalization after graduation. Horticultural therapy is a non-pharmacological therapeutic approach that has developed independently from the concept of horticulture. Objective: To evaluate the effectiveness of horticultural therapy in alleviating stress among undergraduate students. Methods: A total of 66 undergraduate students were recruited voluntarily and randomly assigned to an experimental group and a control group. The experimental group received a 5-week horticultural therapy intervention, consisting of one session per week, each lasting 1 to 1.5 hours. The control group did not receive any intervention. The Perceived Stress Scale (PSS) was used for pre-test and post-test assessments. Results: Prior to the intervention, there were no significant differences in stress levels between the experimental and control groups. After the intervention, the experimental group’s stress levels were significantly lower than those of the control group. Two weeks after the intervention, the experimental group continued to show significantly lower stress levels compared to the control group. Conclusion: Horticultural therapy can effectively reduce psychological stress among undergraduate students.麦田旅游、种地综艺和农耕研学等有植物有关的活动受到本科学生们的追捧。部分本科毕业生选择成为“新农人”，投身乡村振兴。园艺治疗是在园艺概念基础上发展并独立出来的一种非药物治疗方式。目的：验证园艺治疗对缓解本科大学生压力的干预效果。方法：招募66名本科大学生自愿参与，将其随机分配到试验组和对照组。试验组接受为期5周的连续性园艺治疗干预，每周1次，每次1～1.5小时。对照组不实施干预。采用感知压力量表（perceivedstressscale，PSS）进行前测和后测。结果：干预前，试验组和对照组压力水平没有显著差异；干预后，试验组的压力水平显著低于对照组；干预两周后，试验组的压力水平显著低于对照组。结论：园艺治疗可有效缓解本科大学生的心理压力。
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基于心理筛查结果的高校心理健康面谈及跟进模式的构建
Development of a Model for College Psychological Health Interviews and Follow-up Based on Psychological Screening Results
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- Keywords: College students; Psychological screening; Interview大学生; 心理筛查; 面谈
- Abstract: The interview following psychological screening serves not only to validate and explain general assessment results but also provides a crucial platform for delivering personalized psychological support and interventions to students. For students identified with abnormal psychological screening results, psychologists or counselors need to schedule interviews, ensuring the invitation process includes objective statements about students’ current maladaptive experiences, expressions of concern for students, and explanations for the necessity of the interview. Incorporating principles of positive psychology can enhance the effectiveness of post-screening interviews. Following these interviews, schools can promote students’ psychological health development through fostering peer support networks, organizing diverse psychological health education activities, and enhancing professional training for psychologists or counselors. Schools should establish comprehensive and multilevel psychological health support systems to ensure sustained psychological well-being among students.心理筛查后的面谈不仅是对普测结果的进一步验证与解释，更是为学生提供个性化心理支持与干预的重要平台。对于心理筛查结果异常的学生，心理教师或心理辅导员需邀约学生进行面谈，邀约过程需包含客观地表述学生当前可能存在的非适应性体验、表达对学生的关心并向学生解释为什么要面谈三个方面。在心理筛查后的面谈进程中，可以引入积极心理学的理念促进面谈效果。心理筛查后的面谈结束后，学校可通过培养朋辈力量、开展多样化的心理健康教育活动以及加强心理教师或心理辅导员的专业培训等途径促进学生心理健康发展。学校应构建全方位、多层次的心理健康支持体系，为学生心理健康的持续发展提供有力保障。
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简式父母教养方式问卷蒙文版在大学生中的信效度检验
Reliability and Validity of the Short-Form Egna Minnenav Barndoms Uppfostran for the Mongolian Language User in College Students
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- Keywords: Parenting style; Mongolian language; Reliability; Validity父母教养方式; 蒙文; 信度; 效度
- Abstract: Objective: To examine the reliability and validity of the short-form egna minnenav barndoms uppfostran for the Mongolian language user(s-EMBU-m) in a population of university students. METHODS: A group test was administered to 400 college students using a whole group sampling method. RESULTS: The three-factor structure of s-EMBU-m for the Mongolian language user fit well (father sub questionnaire: χ2 /df=1.285, RMSEA=0.038, SRMR=0.047, CFI=0.973, TLI=0.969, IFI=0.973; mother sub questionnaire: χ2 /df=1.646, RMSEA= 0.057, SRMR= 0.072, CFI= 0.946, TLI= 0.939, IFI= 0.946); good aggregate and discriminant validity (factor loadings for each dimension of the father score questionnaire ranged from 0.61 to 0.85, combined reliability from 0.867 to 0.899, and mean variance extraction from 0.450 to 0.577). between. The factor loadings for each dimension of the mother’s questionnaire ranged from 0.62 to 0.86, the combined reliabilities ranged from 0.867 to 0.909, and the mean variance extraction ranged from 0.521 to 0.568; the Cronbach’s α coefficient was 0.784 for the father’s questionnaire and 0.785 for the mother’s questionnaire. The retest reliability was 0.788 and the retest reliability of the mother subquestionnaire was 0.807.CONCLUSION: s-EMBU-m has good reliability and validity for measuring the parenting style of college students who are Mongolian language user.目的：考察简式父母教养方式问卷蒙文版（the short-form egna minnenav barndoms uppfostran for the Mongolian language user，s-EMBU-m）在大学生群体中的信度和效度。方法：采取整群抽样的方式对400 名大学生蒙语使用者集体施测，并进行项目分析，效度分析和信度分析等。结果：简式父母教养方式问卷蒙文版的三因素结构拟合良好（父亲分问卷；母亲分问卷）；聚合效度和区分效度较好（父亲分问卷各维度的因素负荷在 0.61 ～ 0.85 之间，组合信度在 0.867 ～ 0.899 之间，平均方差抽取量在 0.450 ～ 0.577 之间。母亲分问卷各维度的因素负荷在 0.62 ～ 0.86 之间，组合信度在 0.867 ～ 0.909 之间，平均方差抽取量在 0.521 ～ 0.568 之间）；父亲分问卷的 Cronbach’s α 系数为 0.784，父亲分问卷的重测信度为 0.788。结论：简式父母教养方式问卷蒙文版具有良好的信效度，可以用来测量大学生蒙文使用者的父母教养方式。
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通过情感传递来上好物理化学网课
Teaching Well the Physical Chemistry Online Course through the Emotional Transmission
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- Keywords: Teaching Well the Physical Chemistry Online Course through the Emotional Transmission物理化学; 课程情感; 网课; 慕课
- Abstract: This paper discusses on how do teachers promote students to learn the physical chemistry course well through the emotional transmission and ensure the teaching effect of online course under the background of the special teaching form of online course.探讨了在网课这种特殊的教学形式下，教师如何通过情感传递来促进学生学好物理化学课程，保证网课的教学效果。
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