图书情报工作

图书情报工作 >

2023 , Vol. 67 >Issue 18: 81 - 91

DOI: https://doi.org/10.13266/j.issn.0252-3116.2023.18.008

工作研究

阅读对大学生心理焦虑的影响机制研究——基于全国348所本科高校的实证调查

  • 李人杰 ,
  • 郭建鹏 ,
  • 王仕超 ,
  • 陈兆军
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  • 1 厦门大学教育研究院 厦门 361005;
    2 厦门大学教师发展中心 厦门 361005;
    3 烟台南山学院山东省社科普及教育基地 龙口 265706
李人杰,博士研究生,E-mail:lirenjie@stu.xmu.edu.cn;郭建鹏,副院长,教授,博士,博士生导师;王仕超,硕士研究生;陈兆军,博士研究生,教授。

收稿日期: 2023-02-15

  修回日期: 2023-05-28

  网络出版日期: 2023-10-13

基金资助

本文系福建省社会科学规划项目“深度融合视域下大学翻转课堂教学环境研究”（项目编号：FJ2021B205）研究成果之一。

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Research on the Influence Mechanism of Reading on Undergraduate Students' Psychological Anxiety: Based on the Empirical Survey of 348 Undergraduate Colleges and Universities in China

  • Li Renjie ,
  • Guo Jianpeng ,
  • Wang Shichao ,
  • Chen Zhaojun
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  • 1 Institute of Education, Xiamen University, Xiamen 361005;
    2 Center for Teaching and Learning Development, Xiamen University, Xiamen 361005;
    3 Shandong Social Science Education Base, Yantai Nanshan University, Longkou 265706

Received date: 2023-02-15

  Revised date: 2023-05-28

  Online published: 2023-10-13

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摘要

[目的/意义] 阅读具有重要的心理疗愈价值，深入揭示阅读缓解大学生心理焦虑的内在机理，有利于完善高校心理健康服务方式，促进高校阅读疗法发展，并为通过阅读进行大学生心理危机干预提供基本的理论依据。[方法/过程] 基于对全国348所本科高校134 657名大学生的问卷调查数据，采用阅读疗法和积极心理学的理论观点，运用结构方程模型探究阅读对大学生心理焦虑的影响效应及作用机制。[结果/结论] 研究发现，总体而言，积极的阅读有助于大学生缓解心理焦虑；阅读对大学生心理焦虑的抑制效应，受到读好书、多读书、善读书的综合影响；阅读本身并不能直接减缓心理焦虑，而是通过自我效能感和应对方式的独立中介作用以及二者之间的链式中介作用间接影响心理焦虑。鉴于此，应深化书香校园建设，促使大学生积极参与阅读；提高大学生阅读质量，实现读好书、多读书、善读书；提升大学生自我效能感，帮助其合理应对挫折。

关键词： 阅读投入; 本科生; 自我效能感; 应对方式; 心理焦虑

本文引用格式

李人杰 , 郭建鹏 , 王仕超 , 陈兆军 . 阅读对大学生心理焦虑的影响机制研究——基于全国348所本科高校的实证调查[J]. 图书情报工作, 2023 , 67(18) : 81 -91 . DOI: 10.13266/j.issn.0252-3116.2023.18.008

Abstract

[Purpose/significance] Reading holds significant therapeutic value and can provide deep insights into the underlying mechanisms of how reading alleviates psychological anxiety in college students. This research contributes to the improvement of psychological health services in universities, promotes the development of reading therapy in academic settings, and provides a fundamental theoretical basis for psychological crisis intervention among college students through reading.[Method/Process] Based on questionnaire data collected from 134,657 undergraduate students in 348 universities nationwide, this study employed the theoretical perspectives of reading therapy and positive psychology. Structural equation modeling was used to investigate the influence and mechanisms of reading engagement on college students' psychological anxiety.[Result/Conclusion] The study found that, overall, positive reading contributes to alleviating psychological anxiety among college students. The inhibitory effect of reading on psychological anxiety is influenced by a combination of reading good books, reading extensively, and reading skillfully. Reading itself does not directly reduce psychological anxiety; instead, it indirectly affects anxiety through the independent mediating roles of self-efficacy and coping styles, as well as a chain mediation effect between them. Therefore, it is essential to deepen the construction of a literary campus culture, encouraging active participation in reading among college students, improving the quality of their reading, enabling them to read good books extensively and proficiently, and enhancing college students' self-efficacy to help them cope with setbacks effectively.

Key words： reading engagement; undergraduate students; self-efficacy; coping styles; psychological anxiety

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