Self-Diagnosis in Psychology Students
Self-Diagnosis in Psychology Students
复制标题
心理学学生的自我诊断
DOI：
10.25215/0402.035
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Stephen S
中科院分区：
文献类型：
--
作者：
Aaiz Ahmed;Stephen S
本研究旨在通过深入的定性探索来描述心理学学生如何、为何以及在何种程度上进行自我诊断，以及这对他们的生活有何影响。我们抽取了 8 名学生作为样本，并对他们进行了访谈。对结果进行归纳主题分析，揭示了四个全球主题。这些是：自我诊断的原因、自我诊断的方法、自我诊断的影响和学术成熟度。结论是，学生根据早期经历以及在学术环境和内省方法中学到的心理信息进行自我诊断。图式思维等因素在自我诊断中发挥作用，具有积极和消极的影响，可分为认知影响、情感影响和行为影响。学术成熟度被认为是抵御自我诊断负面影响的保护因素。
This study aimed to describe how, why and to what extent psychology students self-diagnose and what impact this has on their lives, using an in-depth qualitative exploration. A sample of 8 students were taken and interviews were administered on them. Inductive thematic analysis was conducted on the results, revealing four global themes. These were: Causes of Self-Diagnosis, Methods of Self-Diagnosis, Effects of Self-Diagnosis and Academic Maturity. It was concluded that students self-diagnose based on earlier experiences as well as psychological information they learn in an academic setting and introspection methods. Factors such as schematic thinking played a role in self-diagnosis and it had positive and negative effects, which can be classified as cognitive, affective and behavioural effects. Academic Maturity was seen to be a protective factor against the negative effects of self-diagnosis.