Student-LMX视域下大学生心理健康教育课堂沉默现象成因分析与改进对策研究
Classroom Silence in University Mental Health Education: Antecedents and Improvement Strategies from a Student-LMX Perspective
摘要: 本文以领导–成员交换(LMX)理论为视角，探讨大学生心理健康教育课堂中的沉默现象及其改进路径。心理健康教育因其话题敏感性与关系质量的双重要求，使学生须在病耻感与对困扰普遍性的共识性错觉(pluralistic ignorance)所构筑的心理壁垒前完成自我披露；当师生交换质量偏低时，心理安全缺失将诱发行为、认知与情感三个层面的沉默，并经由课堂参与度流失逐级削弱学生的知识、技能、情感支持与主体性获得感。针对这些情况，提出旨在减少学生课堂沉默的改进对策：以leadership-making取向全员培育高质量student-LMX；基于LMX-MDM四维度诊断并修补特异性关系缺口；抑制LMX分化并守住非治疗化专业底线。研究为减少大学生在心理健康教育课堂上的沉默行为提供理论支撑和实践指导，对培养身心健康的高素质人才具有重要现实意义。
Abstract: This study adopts the perspective of leader-member exchange (LMX) theory to explore the silence phenomenon in university mental health education classrooms and its improvement paths. Mental health education imposes dual demands of topic sensitivity and relational quality, requiring students to engage in self-disclosure behind the psychological barriers erected by stigma and pluralistic ignorance concerning the prevalence of distress; when teacher-student exchange quality is low, the absence of psychological safety triggers silence at the behavioral, cognitive, and affective levels, and progressively weakens students’ sense of gain in knowledge, skills, emotional support, and agency through the erosion of classroom engagement. In response to these conditions, this study proposes improvement strategies aimed at reducing students’ classroom silence: cultivating high-quality student-LMX for all students through a leadership-making approach; diagnosing and remedying dimension-specific relational gaps based on the four dimensions of LMX-MDM; and curbing LMX differentiation while upholding the non-therapeutic professional boundary. The study provides theoretical support and practical guidance for reducing college students’ silence behaviors in mental health education classrooms, and holds significant practical implications for cultivating physically and mentally healthy high-quality talents.
文章引用：林诺洵, 张春梅, 郑秋强 (2026). Student-LMX视域下大学生心理健康教育课堂沉默现象成因分析与改进对策研究. 心理学进展, 16(10), 441-449. https://doi.org/10.12677/ap.2026.1610509

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