手机社交媒体依赖背景下正念沙盘提升高校师范生社会自我效能感的干预研究

The Impact of Mindfulness Sandplay Therapy on Social Self-Efficacy and Smartphone Social Media Dependence among Pre-service Teachers: An Intervention Study

This study investigates the intervention effects of mindfulness meditation combined with group sandplay therapy on smartphone social media dependence and social self-efficacy among pre-service teachers. The study involved 24 participants, who were evenly divided into experimental and control groups. The experimental group received an intervention combining mindfulness meditation and group sandplay therapy, while the control group received no intervention. Both groups were assessed using the “College Student Smartphone Social Media Dependence Questionnaire” and the “College Student Social Self-Efficacy Questionnaire” before and after the intervention. Data were analyzed using SPSS. Results showed that the postintervention social self-efficacy scores of the experimental group were significantly higher than their preintervention scores, while the post-intervention scores for smartphone social media dependence were significantly lower. However, there was no significant difference in the scores for smartphone social media dependence between the experimental and control groups after the intervention. The findings suggest that the psychological intervention combining mindfulness meditation and group sandplay therapy can effectively reduce smartphone social media dependence and enhance social self-efficacy among pre-service teachers.

本研究旨在探讨正念冥想结合团体沙盘游戏对高校师范生手机社交媒体依赖和社会自我效能感的干预效果。研究对象为24 名被试，均分为实验组和对照组，对实验组开展正念冥想结合团体沙盘的干预，对照组不采取任何措施。干预前后分别采用《大学生手机社交媒体依赖问卷》与《大学生社会自我效能感问卷》进行施测，运用SPSS 对两个问卷的总分结果进行分析，研究显示实验组被试社会自我效能感问卷后测结果显著高于前测，手机社交媒体依赖问卷后测结果显著低于前测，实验组、对照组手机社交媒体依赖问卷干预后得分无显著差异。结果表明，正念冥想结合团体沙盘游戏的心理干预方法能有效改善高校师范生的手机社交媒体依赖和提升其社会自我效能感。