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学生社区心理赋能：阅读社群的构建及其对大学生心理素养的提升机制研究——基于深圳大学午间“悦”读的实践

Psychological Empowerment in Student Communities: The Construction of Reading Communities and their Mechanism for Enhancing University Students’ Psychological Literacy —Based on the Practice of Shenzhen University’s Noon Reading Initiative

Psychology of China / 2025,7(11): 1549-1553 / 2025-12-01 43 27

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• Authors: 邓琳 吕骐均
• Information:

  深圳大学机电与控制工程学院，深圳

• Keywords:
  Student communities; Psychological empowerment; Reading communities; Psychological literacy; Psychological education
  学生社区; 心理赋能; 阅读社群; 心理素养; 作用机制
• Abstract: This study explores innovative approaches to psychological education within the context of student community development in universities. Centered on “reading communities”, it introduced a psychological literacy cultivation model structured around professional guidance, peer support, and closed-loop safeguarding. The model was developed through systematic thematic design, professional facilitation, and structured activities. Data from 610 valid participant responses indicate a high level of student’s approval, with approximately 95% of ratings between 9 and 10 on a 10-point scale. Participants also reported substantial improvements in core psychological competencies: emotional management (mentioned in 68.5% of responses), interpersonal communication (53.7%), and psychological resilience (41.2%). The study suggests that reading communities facilitate a transformation from knowledge transmission to psychological empowerment by establishing psychologically safe environments, promoting cognitive restructuring, and creating referral pathways. This approach provides a replicable and scalable practical paradigm for psychological education in university communities. 高校学生心理素养培育是落实“立德树人”根本任务的重要环节。本研究基于社区育人理念，构建了以阅读社群为载体的心理育人创新模式。通过对累计610份有效反馈数据的分析表明：该模式在活动内容、组织形式与帮助度三个维度获得95.2%的高分评价（9～10分），参与者持续参与意愿达99.3%。更重要的是，学生在情绪管理（68.5%的反馈提及）、人际沟通（53.7%的反馈涉及）和心理韧性（41.2%的反馈体现）等心理素养核心维度表现出显著提升。本研究构建的“专业引导—同伴支持—闭环守护”机制，通过创设心理安全场域、促进认知重构和建立转介路径，实现了从知识传递到心理赋能的有效转化，为高校社区心理育人工作提供了具有推广价值的实践范式。
• DOI: https://doi.org/10.35534/pc.0711250 (registering DOI)
• Cite: 邓琳, 吕骐均. (2025). 学生社区心理赋能：阅读社群的构建及其对大学生心理素养的提升机制研究——基于深圳大学午间“悦”读的实践. 中国心理学前沿, 7 (11), 1549-1553.