Tisch
Interpersonal conflict behavior of college students and its relationship with mental health
Abstract: Interpersonal conflict is an important factor affecting college students' interpersonal relationship and mental health. The purpose of this study is to understand the current situation of college students' interpersonal conflict behavior, explore the differences of college students' interpersonal conflict behavior with different background variables, and the correlation between college students' interpersonal conflict behavior and mental health. According to the research results, some conclusions and suggestions are put forward to provide basis and reference for college students' mental health education.
Keywords: college students, interpersonal conflict behavior, mental health
Classification number R395.6
Interpersonal conflict is a common social phenomenon and an important factor affecting interpersonal relationship and individual physical and mental health. College students are in what psychologists call "psychological weaning" stage, their own development is immature, their emotional personality is unstable, and interpersonal conflicts are prone to occur. Understanding the current situation of college students' interpersonal conflict behavior and its relationship with mental health can provide reference for college students' mental health education, help them maintain their mental health, improve their psychological quality, improve their interpersonal communication and enhance their social adaptability.
Interpersonal conflict behavior is an opposite interaction behavior caused by different hobbies, communication barriers, differences in understanding, personality differences and other factors. According to the literature review, scholars at home and abroad have conducted extensive research on interpersonal conflicts and achieved remarkable results. However, there is a lack of systematic research on college students' interpersonal conflict behavior, and the relationship between interpersonal conflict behavior and mental health has not been deeply studied and discussed. Only Yan Xu and Liang Jue conducted an open questionnaire survey on the interpersonal conflict handling methods of normal students, and found that the conflict handling methods of normal students mainly include "direct conflict", "indirect dissatisfaction", "concession handling" and "avoidance handling" [1].
Therefore, the purpose of this study is:
1 Understand the current situation of college students' interpersonal conflict behaviors, compare the differences of college students' interpersonal conflict behaviors with different demographic variables, and explore the relationship between college students' interpersonal conflict behaviors and mental health.
On the basis of theoretical analysis and empirical research, it provides reference materials for effectively developing college students' mental health education.
1 research methods
1. 1 research sampling and sample feature analysis
In this study, 862 college students were selected from Tsinghua University and other universities by cluster stratified sampling. In this study, 908 questionnaires were actually sent out and 896 questionnaires were recovered, with a recovery rate of 98.7%. After sorting out the invalid samples, the researchers obtained 862 valid samples, with an effective rate of 96.2%. Among them, there are 523 male college students, accounting for 60.7%; There are 339 female college students, accounting for 39.3%. There are 39 1 person in senior one, accounting for 45.3%; There are 247 students in the second grade, accounting for 28.7%; There are 1 16 students in the third grade, accounting for13.5%; Grade four students 108, accounting for 12.5%.
1.2 research tools
1.2. 1 questionnaire structure
1 college students' conflict behavior questionnaire: All items are from the conflict coping strategies scale (CTS[2]) compiled by Struas. The scale was initially used to evaluate the coping strategies of family conflicts, and then used to evaluate the coping strategies of interpersonal conflicts of different groups. This study measures the explicit behavior of college students in the face of conflict, so as to evaluate the current situation of college students' interpersonal conflict behavior. According to the research purpose and the characteristics of the research object, 14 items in the original questionnaire were retained, and the five-point method of Likert scale was used to answer them.
2. College Students' Psychological Symptom Questionnaire: The items are all from SCL-90 [3], from which the researchers extracted three factors closely related to interpersonal behavior: interpersonal sensitivity, paranoia and hostility. There are 2 1 items in this part of the questionnaire.
3. Personal basic information: including gender, major, grade, place of origin and other options.
Reliability and validity analysis of 1.2.2 questionnaire
In terms of reliability, Cronbach α coefficient of college students' interpersonal conflict behavior questionnaire is 0.7 136, and its internal consistency is acceptable. With regard to the college students' mental health questionnaire, the original SCL-90 has been widely recognized at home and abroad, and has been widely used in the field of mental health. The Cronbach α coefficient measured in this study is 0.8759.
In terms of validity, the questionnaire used in this study is based on the relevant conflict theory, revised from the scale used by domestic and foreign scholars, and takes into account the opinions of relevant psychologists, so it has considerable content validity.
1.3 statistical method
After the questionnaire was collected, the incomplete questionnaire and the invalid samples with obviously wrong answers were first eliminated, and then all the data were coded and entered, and statistical analysis was made by SPSS 10.0 for Windows software. Statistical analysis methods mainly include: factor analysis, descriptive statistics, t-test, one-way ANOVA and correlation analysis. T test, one-way ANOVA inference statistical test takes 0.05 as the significant level of nihilistic hypothesis rule.
2 research results
2. 1 Current situation of college students' conflict behavior
2. 1. 1 Factor analysis of college students' conflict behavior questionnaire
The KMO test value of "College Students Conflict Questionnaire" is 0.837. Through the factor analysis of all items, three factors with characteristic values greater than 1 were generated, and the cumulative variance explanation rate was 54.557%. The final factor structure is obtained by Varimax rotation, as shown in table 1.
Each factor is named and briefly described as follows:
1 solve the problem. Dealing with conflicts in a rational way, such as discussion and debate;
2 refuse to cooperate. Handle conflicts by leaving, refusing to discuss, venting, etc.
3 direct hit. Respond to conflicts through verbal or physical attacks.
2. 1.2 overview of college students' conflict behavior
As shown in Table 2, the explicit behaviors of college students in conflict mainly include "solving problems", "refusing to cooperate" and "direct attack". The factor score of "solving problems" is the highest (2.88), "refusing to cooperate" is 1.84, and the least is "direct attack". That is, the most common behavior of college students in conflict is to solve problems, followed by refusing to cooperate, and the least common is direct attack. As far as college students' overall conflict feelings are concerned, the average score of each item in the questionnaire is 1.86, which is between mild and moderate. This shows that, on the whole, college students often use rational behavior to solve problems in conflicts, but less use evasive and uncooperative behaviors, and less use irrational behaviors such as physical violence attacks. This may be related to college students receiving higher education, so they are less emotional and less violent.
2.2 Analysis of the differences of college students' conflict behaviors under different background variables
2.2. 1 Comparison of interpersonal conflicts among college students of different sexes
T-test of independent samples shows that there is no significant difference in the average value of "refusing to cooperate" and "solving problems" and interpersonal conflicts among college students of different sexes, but there is a significant difference between boys and girls in "direct attack", and boys score significantly higher than girls.
2.2.2 Comparison of interpersonal conflict behaviors among college students of different grades, places of origin and whether they are only children.
One-way ANOVA shows that there is no significant difference in the factors of interpersonal conflict and the total score of conflict among college students of different grades and backgrounds. The independent sample T test shows that there is no significant difference between only-child and non-only-child college students in all aspects of interpersonal conflict and the total score of conflict.
2.3 Correlation analysis of college students' conflict and psychological symptoms
As can be seen from Table 4, interpersonal conflict factors are positively correlated with interpersonal sensitivity, hostility, paranoia and the total score of psychological symptoms. Among them, except the correlation between "problem solving" and "hostility" is 0.05, the others are significantly correlated at the level of 0.0 1. The total score of interpersonal conflict is also positively correlated with the factors of psychological symptoms and the total score of psychological symptoms, with a significant level of 0.0 1.
The above results show that the higher the score of interpersonal conflict questionnaire, the more psychological distress you feel, whether it is the total score of psychological symptoms or the score of psychological symptoms. On the contrary, the more you will feel the less psychological distress. In other words, the more obvious the conflict behavior of college students, the more serious the psychological distress. This shows that interpersonal conflict behavior is indeed an important factor affecting college students' mental health. Therefore, it is one of the important topics of psychological counseling to educate students to correctly understand and properly handle interpersonal conflicts in order to improve interpersonal relationships and enhance mental health.
3 discussion
This survey shows that college students' interpersonal conflict behaviors are mainly manifested as "direct attack", "refusal to cooperate" and "problem solving". In the face of conflicts, college students often use "solving problems", followed by "refusing to cooperate", at least "direct attack". Interpersonal conflicts among college students are not different because of grade, place of origin and whether they are only children. There is no significant difference between male and female college students in solving problems and refusing to cooperate in interpersonal conflicts, but there is a significant difference between male and female college students in "direct attack", and boys are significantly higher than girls. This may reflect the influence of China's traditional ideas on men's and women's behaviors. Traditionally, gender roles have a certain influence on the behavior of men and women, and men should be strong and independent. Women should obey and obey, and different gender roles may lead to more intense and violent conflicts between male college students. Relevant research abroad also shows that there are significant differences in peer aggression between gender factors. Kendra and Tina, 2000 [4]. There is a significant positive correlation between interpersonal conflict factors and psychological symptoms factors of college students, and this result needs further research to confirm. Because according to Lazarus, a famous stress and coping problem researcher, coping problem solving is a positive coping style in most cases, which should be negatively correlated with the score of psychological symptom scale [5]; However, in this study, problem-solving behavior is positively correlated with psychological symptom score.
If the questionnaire is used in the research method, there will be errors in the measurement results. Due to the limitation of research time and human resources, the scope of research is limited to some college students in Beijing and other places, and the cited foreign questionnaires may not be fully applicable to Chinese college students.
There are many factors that affect college students' interpersonal conflict behavior, and the relationship between related variables is extremely complicated. This study is only a preliminary discussion on the current situation of college students' interpersonal conflict behavior and its relationship with mental health, and the exact mechanism of related variables needs further study.
refer to
1 Yan Xu, Liang Jue. A study on the way of dealing with interpersonal conflicts among students in Beijing Normal University. Youth studies. 20 ~ 26 .55438+09984
2 Strauss M A. Measuring intra-family conflict and violence: conflict strategy scale, Journal of Marriage and Family,1979,41:75 ~ 88.
3. Edited by Wang Xiangdong, Wang Xilin and Ma Hong. Handbook of mental health rating scale. China Journal of Mental Health. 1999 edition, 3 1~35.
4 Kendra D D, Tina D. Children's Social Cognition: Physical and Relationship Attack Strategies and Children's Goals in Peer Conflict Situations, Merrill-Palmer Quarterly, 2000, 46: 672~685.
5 Coping Theory and Research: Past, Present and Future. Psychosomatic medicine, 1993, 55: 234~247