The Behavioral Intervention Study On The Employment Anxiety Of College Students Based On TMSC Theory

ObjectiveRecent years have witnessed the increasing competitiveness of the job market for college students in China due to the expansion policy of the university. Almost all college students have to face the challenge of job hunting, which causes a direct result of college students’ employment anxiety. It is an urgency social study to adjust employment anxiety to an appropriate state, and make it optimal effect in the course of job hunting. Therefore, it has great practical and social significance to study the group intervention method that combined with the knowledge of psychology, praxiology, pedagogy and epidemiology.The Transactional Model of Stress and Coping (TMSC) is a group behavioral intervention that conduct scientific assessment and intervention on the actors to make them more confident and positive, rather than avoid or deny under the pressure. In our present study, we adopted group intervention on the fourth grade college students of phylaxiology and food hygiene. The intervention took the Transactional Model of Stress and Coping as theoretical basis, group counseling as experimental form, the subjects were assessed by many scales before and after the intervention. We discussed the improving condition by observing the changes of symptoms of college students, and then we evaluated comprehensively the short-term and long-term effects of intervention, and we could get the references of drafting aimed effective operational intervening patterns which is suitable to the employment anxiety of college students.Methods1. Develop the College Students’Employment Anxiety Questionnaire (CSEAQ) and examine its reliability and validity.2. Explore the baseline information of the College Students’Employment Anxiety and its related factors through the investigation on different grade and profession medical students.3. Establish the schedule of the employment anxiety group intervention which based on TMSC theory.4. Choose the fourth grade college students of phylaxiology and food hygiene as subjects to carry out the employment anxiety group intervention, and then evaluate the intervention effect.Results1. Results of Reliability and Validity College Students’Employment Anxiety Questionnaire(1) According to the existing mental health assessment scales and related survey results, the paper proposed basic structural dimension of College Students’ Employment Anxiety Questionnaire (CSEAQ) and compiled items of the questionnaire. Through the pre-survey, group discussions and experts consultation, we deleted the items which were not quite up to the mark and formed a questionnaire with19items.(2) A total of700college students selected by randomized cluster sample of in Guangdong province were tested by CSEAQ, and61students were retested by CSEAQ after20days. Exploratory factor analysis showed the KMO is0.949, Bartlett sphericity test p=0.000, which means there are common factors exist in the questionnaire, suitable for factor analysis. The formal version of CSEAQ including19items, consisted of3dimensions, accounting for over67.052%of the total variance. Confirmatory factor analysis showed GFI is0.898, NFI is0.883, RFI is0.898, CFI is0.898and RMSEA is0.094. The correlations between sub-scales ranged from0.568～0.753, and the correlations between sub-scales and the total scale ranged from0.852～0.889. The Cronbach’s Alpha of dimensions and the total scale were0.842～0.941; The split-half reliability of sub-scales and the total scale ranged from0.721～0.929; The retest reliability of sub-scales and the total scale ranged from0.539～0.701.2. The investigation of college students’ employment anxiety and its related factors(1) The sample included700participants,45.7%(320) students considered advanced education or go to abroad;47.4%(332) students considered civil service, public institution or state-owned employment;23.6%(165) students considered private or foreign-owned employment;10.9%(76) students considered doing an enterprise;23.9%(167) students have other plans. The mean (±SD) standard score of CSEAQ was41.6570±12.2684. Female students had a higher mean CSEAQ score than male, but the difference is not significant (P=0.42); The higher grade, the higher CSEAQ score, but the difference is not significant either (P=0.506); The worse economic situation, the higher CSEAQ score, the different was statistically significant (P=0.000), the employment anxiety of students dwell in urban and rural higher than that of students dwell in city, the different was statistically significant (P=0.030).(2) There was108(15.6%) in the participants with PSQI global scores≥8meaning that they were not good sleepers. Male students had a higher mean PSQI global score than female, but the difference is not significant (P=0.615). The worse economic situation, the higher CSEAQ score, the different was statistically significant (P=0.000). The correlation analysis results showed that CSEAQ score was significantly correlated with PSQI score (P=0.000), the rank correlation coefficient was0.350.(3) As much as20.9%students reported relieving the job hunting stress by surfing online,7.6%by smoking and drinking,6.0%by violence actions, and4.9%reported the suicide attempts under the job-hunting pressure.15.1%reported that the job hunting pressure affects the relationship between lovers or companions.47.6%would relieve the stress by ’chatting or exercise’. The results of analyses on the relations between the employment anxiety and behaviors under the pressure of job hunting found that the worse negative coping behaviors, the higher mean rank of CSEAQ score.3. The program of the employment anxiety group interventionThe group intervention has been divided into6parts, once a week, two hours each time. The intervention is composed of such themes which are started by acquaintance with each other, build trust in the group, emotion cognition and coping, job interview, career exploration and greet the future.4. Results of Group InterventionThe investigation set the intervention group and the control group sticks strictly to the principle of informed, voluntary, random, control and no harm. There were no initial differences between the intervention group and control group in age, sex, family residence and the scores of CSEAQ, PSQI.(1) The impact of employment anxietyThe employment anxiety level of intervention group was lower than that in control group at post-test and long-term test by2independent samples text, but the difference was not significant (P>0.05).The results of K related samples text showed the anxiety level of intervention group decreased as time goes by and that of control group increased, but the differences was not significant(P≥0.05).(2) The impact of sleep qualityThe PSQI score of intervention group was lower than that in control group at post-test and long-term test by2independent samples text, but the difference was not significant (P≥0.05).The results of K related samples text showed the changes of the PSQI score of intervention group and control group were not significant (P≥0.05) as time goes by. Comparing with intervention group, the mean ranks of sleep continuity were increased as time goes by(P≤0.05), which means the sleep continuity became worse with graduation. The daytime dysfunction of control group in pre-text was lower than that in post-text and long-term text(P≤0.05), while the change was stable in intervention group.Conclusion1. Reliability and validity of CSEAQ correspond to psychometric standard, and it could be used as an effective instrument in the future studies of College Students’ Employment Anxiety.2. The employment anxiety correlates with the behavior of the students and sleep quality.3. The group intervention, to a certain extent, can control the employment anxiety, and the long-term effects were lasting.4. The group intervention can regulate sleep quality effectively. Contrast to the control group, the sleep quality of intervention group subjects remained at a steady state. especially in the daytime dysfunction. The long-time effect on sleep quality was stable.5. The college students physical and mental state deteriorates when facing the graduation.6. The group intervention is simple and convenient, easier for the students to get accepted. However, the group intervention still has many shortcomings, needs to improve in the time, intensity and content for the further study.