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高校学生在突发公共卫生事件过程中的心理应激及应对特征研究——以COVID-19事件为例

Research on Psychological Stress and Coping Features of College Students in Public Health EmergEncies —Consider COVID-19 as an Example

Psychology of China / 2022,4(2): 204-210 / 2022-02-25 602 576

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• Authors: 肖琼¹魏晓言¹焦文洁¹赵晶¹董建红¹赵健²
• Information:

  1．西安石油大学学生心理成长指导中心，西安；
  2．西安石油大学学生工作处，西安

• Keywords:
  COVID-19; Public health emergencies; College students; Psychological stress; Coping
  COVID-19; 突发公共卫生事件; 高校学生; 心理应激; 应对
• Abstract: Objective: To explore the characteristics of college students’ psychological stress and its influencing factors during the development of COVID-19 pandemic, and to accumulate empirical data for psychological stress and response to public health emergencies. Methods: 3015 college students were pretested by self-compiled questionnaire during the “prevalent period”, 1859 students were post-tested by self-compiled questionnaire and UPI during the “post-prevalent period”, and SPSS26.0 was used for statistical analysis. Results: The psychological stress of college students increased with the increase of the severity of the pandemic. The “prevalent period” was more serious than the “post-prevalent period”, but in terms of irritability, the “post-prevalent period” was more serious. The degree of psychological stress in females is higher than that in males. The psychological stress of first-year students is the lowest, and that of third-year students is the highest. Undergraduates are more likely to have low pleasure than graduate students. Proper attention should be paid to the pandemic situation, and one hour a day is more suitable. The normal coping attitude is accompanied by low psychological stress. The acquisition and application of psychological adjustment knowledge are accompanied by psychological stress. Conclusion: The psychological stress of college teachers and students in the period of COVID-19 can be divided into four stages: feeling period (perception period), rising period (out of control period), reducing period (controllable period) and leaving marks period (disappearing period)，and the mental health education and intervention should be provided correspondingly. 目的：探索COVID-19 疫情发展过程中大学生心理应激表现及其影响因素的特征，为突发公共卫生事件心理应激与应对积累实证资料。方法：采用自编问卷调查疫情“流行期”及“后流行期”大学生的心理应激情况，用SPSS26.0 进行统计分析。结果：大学生的心理应激状态“流行期”时严重于“后流行期”，暴躁易怒因子除外；女性的心理应激程度高于男性；大三学生的心理应激水平最高；适当关注疫情、每天疫情关注时间在1 小时左右、平常应对心态与低心理应激相伴随；心理调适知识的获得与运用与心理应激相伴随。结论：高校学生在COVID-19 时期的心理应激可以分为感受期（感知期）、上升期（失控期）、减缓期（可控期）、 留痕期（消失期）四阶段，应根据疫情不同时期大学生心理应激水平的表现、差异及影响因素，提供有针对性的心理健康教育及干预。
• DOI: https://doi.org/10.35534/pc.0402026
• Cite: 肖琼，魏晓言，焦文洁，等．高校学生在突发公共卫生事件过程中的心理应激及应对特征研究——以COVID-19 事件为例［J］．中国心理学前沿，2022，4（2）：204-210．