控制感是个体对于有能力对其自身内部状态、行为及外部环境施加影响的信念，它对人的认知能力发展和心理健康发展起到十分重要的作用。大学生作为正在成长与成熟的成年人，他们会逐步成为社会发展的中坚力量，对他们的控制感进行探索性研究，解构控制感对他们心理健康的影响机制，并采取有效教育干预措施是十分必要的。

本研究由四个部分构成，探讨三个主要问题：第一，控制感的内涵和心理结构；第二，控制感对大学生心理健康的影响机制；第三，团体心理干预对于提升大学生的控制感水平和改善心理健康状况的有效性。

第一部分，对Paulhus & Mark的控制感量表（Spheres of control scale）进行了修订。该量表的关键词在国内常被直译为“控制圈量表”，鉴于该量表的测量变量是控制感，经与原作者协商同意，将量表名称意译为“控制感量表”。修订后的量表包含个人控制、人际控制、社会政治控制三个维度，经验证性因素分析，表明修订后的控制感量表的三维度模型各拟合指数良好，均达到心理测量学标准。采用修订后的控制感量表对大学生控制感现状进行了调查研究，比较了不同人口学变量下的控制感总分及各维度的异同。

第二部分，通过两个子研究探讨了控制感对大学生心理健康的影响机制，采用了抑郁、焦虑作为大学生负性心理健康指标，深层幸福感作为大学生正性心理健康指标，兼顾了传统的心理健康精神病理学模型和积极心理健康模型，考察了大学生应对方式在控制感与心理健康之间的中介效应以及认知灵活性的调节作用。结果表明：1. 大学生控制感、应对方式、抑郁、焦虑、深层幸福感各变量之间呈显著相关，且大学生控制感与抑郁、焦虑显著负相关，与深层幸福感显著正相关；2. 回归分析发现大学生控制感、积极应对能够显著负向预测抑郁、焦虑，显著正向预测深层幸福感，但消极应对对抑郁、焦虑、深层幸福感的预测不显著；3. 大学生积极应对在控制感与心理健康之间起部分中介作用；4. 大学生认知灵活性在积极应对对控制感与心理健康的中介效应中起调节作用。

第三部分，通过两个子研究对控制感与大学生心理健康的关系进行了间隔6个月的追踪研究，采用了抑郁、焦虑作为大学生负性心理健康指标，深层幸福感作为大学生正性心理健康指标，经交叉滞后分析，结果表明：前测的大学生控制感能够显著预测后测的各心理健康指标，反之，前测的大学生各心理健康指标对后测的控制感预测不显著。

第四部分，以研究二中居于控制感总分最低的27%的80名大学生作为实验对象，基于前测的控制感成绩，采用匹配法将他们分成数目与性别比例相当的实验组与控制组两个组，采用接纳承诺疗法（ACT）进行团体干预，结果发现，ACT团体干预能够通过实际行动来改变个体的认知行为模式，打破业已形成的失控信念，且注重情景与症状的联结性,使用体验性的改变策略以弥补直接说教策略的不足，能够有效提升低控制感大学生的控制感水平，并提升了大学生的心理健康水平。

研究发现：1.修订后的控制感量表包括个人控制、人际控制、社会政治控制三个维度，并且量表具有良好的信度和效度。2. 大学生的高控制感有助于提升大学生心理健康水平，能够降低大学生的抑郁、焦虑，进而提升大学生深层幸福感。3. 积极应对在大学生控制感与心理健康各指标之间起部分中介作用，消极应对不起中介作用。4. 积极应对在大学生控制感与心理健康之间的中介效应受到认知灵活性的调节，具体表现为，积极应的中介效应在较低的认知之灵活性水平上更为显著，在高认知灵活性水平上，积极应对的中介效应不显著。5. 控制感是大学生心理健康各指标的有效预测变量，反之不成立。6. 接纳承诺疗法（ACT）团体干预有助于提升低控制感大学生的控制感水平和心理健康水平，可以作为大学生控制感提升及心理健康教育干预的有效方案。

The perceived control is an belief of oneself in the ability to exert influence on one’s own internal state, behavior and external environment. The perceived control is an important variable for the development of cognitive ability and mental health of human. As growing and mature adults, college students will become the backbone of the society. It is very necessary to carry out exploratory research on their perceived control, deconstruct the impact mechanism of their perceived control on their mental health, and take effective educational intervention measures.

This research is composed of four parts, and explores three main issues: First, the connotation and psychological structure of the perceived control; Second, the influence mechanism of perceived control on mental health of college students; Third, the effectiveness of group psychological intervention in improving college students' perceived control and mental health.

In the first study, Paulhus&Mark's the spheres of control scale was revised. In China, the key words of the scale are often translated as the "control circle scale". Since the measuring variable of the scale is perceived control, the key words of the scale are translated as the "perceived control scale" through consultation with the original author. The revised scale includes three dimensions: personal control, interpersonal control, and social and political control. The three dimensional model of the perceived control scale has good fitting indexes, which all meet the psychometric standards. The current situation of college students' perceived control was investigate d through the revised perceived control scale.

The second study discusses the influence mechanism of perceived control on college students' mental health through two sub studies. It adopts depression and anxiety and deep well-being as the proxy of mental health. This study examined the mediating effect of coping styles between college students' perceived control and mental health, and the mechanism of moderating of cognitive flexibility. The results showed that: 1. The variables of college students' perceived control, coping style, depression, anxiety and deep well-being were significantly correlated, and college students' perceived control was significantly negatively correlated with depression and anxiety, and significantly positively correlated with deep well-being; 2. Regression analysis showed that college students' perceived control was an factor which could significantly predict depression and anxiety and deep well-being, but the predicted effece of negative coping on depression, anxiety and deep well-being was not significant; 3.The college students’ perceived control can boost the mental health through the function of positive coping partially.; 4. It was testified that college students' cognitive flexibility was a significant variable which could influence effect of positive coping on perceived control and mental health.

The third study, the scores of college students’ perceived control and mental health were tracked for six months through two sub studies. Depression and deep well-being and anxiety were taken into cross lag analysis. The results showed that the pretest college students' perceived control could significantly predict the mental health indicators, on the contrary, the pretest college students' mental health indicators did not significantly predict the post test perceived control.

The fourth study was a research of intervention of college students’ perceived control. 80 college students whose total score of perceived control were at the 27% bottom of all the sujects in Study 2 were taken as the experimental subjects. Based on the pretest scores of perceived control, we put them into two groups by matching method, namely, the number of the two groups was equal to the sex ratio. The experimental group received an 8-week group intervention of acceptance commitment therapy (ACT), and the control group did not accept the intervention. Through the comparison of effect of intervention between the two groups, the results show that ACT group intervention can change the individual's cognitive behavior mode through practical actions by breaking the already formed out of control beliefs. As ACT pay attention to the connection between situations and symptoms and use experiential change strategies to make up for the lack of direct preaching strategies, the perceived control can be effectively promted and the mental health was get ascended.

The main conclusions obtained in this study are as follows:

1. The revised perceived control scale includes three dimensions: personal control, interpersonal control, social and political control, and the questionnaire has good reliability and validity. 2. College students' high perceived control can help promoting mental health by reducing their depression and anxiety, and enhancing their deep well-being. 3. Positive coping plays a part of intermediary role between college students' perceived control and various indicators of mental health, while negative coping plays an intermediary role. 4. The mediating effect between college students' perceived control and mental health by positive coping is regulated by cognitive flexibility. Specifically, the mediating effect of positive coping is significant at the low level of college students' cognitive flexibility. With the improvement of college students' cognitive flexibility, the mediating effect of positive coping is weakened until not significant. 5. Perceived control is a predictive variable of all the proxies of mental health in the research. 6. Acceptance commitment therapy (ACT) group intervention can help improving the perceived control and mental health level of college students with low perceived control, and can be an effective program for college students to improve their perceived control and mental health education intervention.