高校心理委员共情和人际交往对胜任力的影响研究

Research on the Influence of Empathy and Interpersonal Communication on Competence of College Psychological Committee

摘要: 目的：研究高校心理委员共情、人际交往、胜任力三者之间的关系。方法：采用《高校心理委员胜任力问卷》、《人际关系综合诊断量表》、《人际反应指针(IRI-C)》对华北理工大学405名心理委员进行现场施测，并利用描述性统计、相关分析、独立样本T检验、回归分析等统计方法，使用SPSS24.0来对所回收的数据进行统计分析，得出结果。结果：① 心理委员胜任力总体状况良好，有95.3%的心理委员胜任力较好，有4.7%的心理委员胜任力不足；② 心理委员总体胜任力在性别、年级、生源地和专业上不存在统计学差异(P > 0.05)；③ 心理委员人际交往总体状况良好，69.1%的心理委员没有人际困扰或有较少人际困扰，24.4%的心理委员存在一定程度的人际困扰，6.4%的心理委员存在较严重的人际困扰；④ 心理委员共情总体上处于中等偏上水平，共情能力较好的心理委员频率有60.5%，共情能力不足的心理委员频率有39.5%；⑤ 心理委员的共情能力与胜任力呈正相关(r = 0.161, P < 0.01)，即心理委员共情水平越高，胜任力水平越高；⑥ 心理委员的人际关系困扰越少，胜任力越好，即呈负相关(r = −0.427, P < 0.001)；⑦ 心理委员共情和人际交往对胜任力有非常显著的预测作用(R = 0.490, R2 = 0.240, F = 63.348, P = 0.000)，联合解释变异量为23.6%。结论：心理委员胜任力总体状况良好；心理委员总体人际交往能力良好，处于中等偏上的水平；心理委员共情总体上处于中等偏上水平；高校心理委员的胜任力受共情和人际交往的影响，共情能力越好，人际交往能力越强，其胜任力越高；心理委员共情和人际交往对胜任力有非常显著的预测作用。

Abstract: Objective: This article studies correlation among the psychological committees’ empathy, interper-sonal relationship, and competence in colleges and universities. Method: This study used College Psychological Committees Competence Questionnaire, Human Relationship Comprehensive Diagnostic Scale, Interpersonal Reactivity Index-C (IRI-C) to conduct on-site testing of 405 psychological committee members of North China University of Science and Technology. This study used descriptive statistics, correlation analysis, independent sample T test, regression analysis and other statistical methods, using SPSS24.0 to conduct statistical analysis of the data recovered, and obtained results. Result: 1) The overall performance of psychological committees is good. The frequency of psychological committees with good competence is 95.3%, and the frequency of psychological committees with insufficient competence is 4.7%. 2) There is no statistical difference in the overall competence of the psychological committees in terms of gender, grade, place of origin and major (P > 0.05). 3) The overall situation of interpersonal communication among psychological committees is good. 69.1% of the psychological committees do not have or are less troubled with dating friends. 24.4% of psychological committees have slight troubles with friends. 6.4% of psychological committees have more serious behavioral problems with their friends. 4) The psychological committees’ empathy is generally in the upper middle level. The psychological committees with better empathy accounted for 60.5% of the total, and the psychological committees with insufficient empathy ac-counted for 39.5% of the total. 5) The psychological committees’ empathy and competence is positive correlated (r = 0.161, P < 0.01). That is, the higher the level of empathy of the psychological committee is, the higher the level of competence is. 6) The psychological committees’ interpersonal relationship and competence is negative correlated (r = −0.427, P < 0.001). In other words, the less psychological relationship the psychological committee has, the better the competency is. 7) The psychological committees’ empathy and interpersonal communication have a very significant predictive effect on competence (R = 0.490, R2 = 0.240, F = 63.348, P = 0.000), and the joint interpreta-tion of variance is 23.6%. Conclusion: The overall performance of psychological committees is good. The overall situation of interpersonal communication among psychological committees is good and it is generally in the upper middle level. The psychological committees’ empathy is generally in the upper middle level. The competence of college psychological committees is influenced by empathy and interpersonal relationship. The higher the level of empathy and interpersonal relationship is, the higher the level of competence is. Psychological councilor’s empathy and interpersonal interac-tions were highly significant predictors of competency.