高职大学生社会支持与心理健康相关研究
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摘要
高职大学生是不同于中专生和普通大学生的新兴群体,近年来的社会转型和变革给这个新兴群体带来困惑和压力。为了分析高职大学生的社会支持与心理健康状况的特点,探讨心理健康与社会支持的内在关系,为高职院校学生心理咨询和管理工作提供科学的理论依据,本研究选取武汉某职业技术学院在校生252名为样本,进行心理健康和社会支持方面的问卷调查,主要结论如下:
1、高职大学生的心理健康状况优于全国大学生总体状况,但低于全国成人总体水平,高职院校学生仍是心理问题的高发人群。高职院校女生恐怖因子得分高于男生,有显著差异;城市生源高职大学生焦虑因子得分高于农村生源大学生(P＜0.05)。不同年级、不同专业、是否独生子女的心理健康状况没有明显差异。将不同年级高职大学生的恐怖因子和偏执因子进行比较,“3+2”学制学生的恐怖因子和偏执因子得分高于一年级和二年级组。
2、高职大学生的社会支持系统总体上良好。家人对大学生的社会支持以父母为主,家人和朋友给予的经济支持最多,朋友和同学给予的安慰关心最多。高职大学生一般并不主动寻求社会支持,只有25.78%的人主动寻求帮助。女生获得的客观支持和主观支持都多于男生(P＜0.05),城市生源学生客观支持分高于农村生源学生,普通高职二年级学生客观支持分和社会支持分显著高于“3+2”学制学生。非独生子女主观支持分高于独生子女。不同专业高职大学生社会支持状况没有明显差异。
3、高职大学生社会支持与心理健康状况关系密不可分。SCL-90各症状因子与社会支持各分量表呈显著性负相关。
Vocational college students are different from the university students and technical school students. In recent years, the social transformation brings the confusion and pressure to this new group. The aim of this research is to analyze the relationship of mental health and social support of the vocational college students and provide basic reference data for student psychological consultation. This study selected 252 students from one of Wuhan Vocational and Technical Colleges, who were investigated with SCL-90 and SSRS. The main conclusions are as follows:
1. The mental health of the students in vocational colleges is above the average level of adults. But we can see that students of vocational college are the high risk group which is easily infected by mental disease. In the comparison of the mental health of vocational college students, female students are distinct from male students by a higher score in fear factor, and urban students scored higher than rural students in anxiety factor. However, there is no obvious difference when comes to the grade of the students, and their major or whether they are only child in their families. In the comparison of fear factor in different grades by twos, terrorist factor of five-year vocational college students scored higher than the first and the second grade group, and significantly. In the comparison of fear factor in different grades by twos, terrorist factor of five-year vocational college students scored higher than the first and the second grade group aswell, and significantly.
2. It tells us social supports of vocational college students are generally good. Family support is mainly from parents. Friends and family members provide them financially while classmates care them mentally. Vocational college students will not take the initiative to seek community support. In this study only 25.78% of the vocational college students initiatively seek help when they meet troubles. In terms of different sex groups, female students gain more objective and subjective social support than male students. In terms of students from different place of birth, rural students gain more objective support than urban students. And In the comparison of students of different grades, there is no significant difference. We could find out that the special five-year vocational college students are unlike the ordinary vocational students who gained a lot of social support such as material assistance from social networks. The non-only-child students gained more subjective support than only-child vocational college students. There is no significant difference in students of different major.
3. The mental health and social support of vocational college students are linked closely. Factors of SCL-90 are negatively related to social support lists. Social support plays a positive role on mental health.
1、高职大学生的心理健康状况优于全国大学生总体状况,但低于全国成人总体水平,高职院校学生仍是心理问题的高发人群。高职院校女生恐怖因子得分高于男生,有显著差异;城市生源高职大学生焦虑因子得分高于农村生源大学生(P＜0.05)。不同年级、不同专业、是否独生子女的心理健康状况没有明显差异。将不同年级高职大学生的恐怖因子和偏执因子进行比较,“3+2”学制学生的恐怖因子和偏执因子得分高于一年级和二年级组。
2、高职大学生的社会支持系统总体上良好。家人对大学生的社会支持以父母为主,家人和朋友给予的经济支持最多,朋友和同学给予的安慰关心最多。高职大学生一般并不主动寻求社会支持,只有25.78%的人主动寻求帮助。女生获得的客观支持和主观支持都多于男生(P＜0.05),城市生源学生客观支持分高于农村生源学生,普通高职二年级学生客观支持分和社会支持分显著高于“3+2”学制学生。非独生子女主观支持分高于独生子女。不同专业高职大学生社会支持状况没有明显差异。
3、高职大学生社会支持与心理健康状况关系密不可分。SCL-90各症状因子与社会支持各分量表呈显著性负相关。
Vocational college students are different from the university students and technical school students. In recent years, the social transformation brings the confusion and pressure to this new group. The aim of this research is to analyze the relationship of mental health and social support of the vocational college students and provide basic reference data for student psychological consultation. This study selected 252 students from one of Wuhan Vocational and Technical Colleges, who were investigated with SCL-90 and SSRS. The main conclusions are as follows:
1. The mental health of the students in vocational colleges is above the average level of adults. But we can see that students of vocational college are the high risk group which is easily infected by mental disease. In the comparison of the mental health of vocational college students, female students are distinct from male students by a higher score in fear factor, and urban students scored higher than rural students in anxiety factor. However, there is no obvious difference when comes to the grade of the students, and their major or whether they are only child in their families. In the comparison of fear factor in different grades by twos, terrorist factor of five-year vocational college students scored higher than the first and the second grade group, and significantly. In the comparison of fear factor in different grades by twos, terrorist factor of five-year vocational college students scored higher than the first and the second grade group aswell, and significantly.
2. It tells us social supports of vocational college students are generally good. Family support is mainly from parents. Friends and family members provide them financially while classmates care them mentally. Vocational college students will not take the initiative to seek community support. In this study only 25.78% of the vocational college students initiatively seek help when they meet troubles. In terms of different sex groups, female students gain more objective and subjective social support than male students. In terms of students from different place of birth, rural students gain more objective support than urban students. And In the comparison of students of different grades, there is no significant difference. We could find out that the special five-year vocational college students are unlike the ordinary vocational students who gained a lot of social support such as material assistance from social networks. The non-only-child students gained more subjective support than only-child vocational college students. There is no significant difference in students of different major.
3. The mental health and social support of vocational college students are linked closely. Factors of SCL-90 are negatively related to social support lists. Social support plays a positive role on mental health.
引文
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[41]程利国.论心理咨询的哲学方法论基础[J],福建大学学报,2001.4.
[42]张明.人格心理学新论[M].东北师范大学出版社,2001:119-135.
[43]V.Brenner Psychology of computer USE:XLV Ⅱ:Parameters “Internet use abuse and addiction:the first 90days of the Internet usage survey.Psychological Reports.1997:879.
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[45]转自李祚山.转型期初中生心理健康与父母养育方式的研究.心理科学,2001(4):445-448.
[46]肖水源,杨德森.社会支持对身心健康的影响.中国心理卫生杂志,1987,1(4):183-187.
[47]肖凌燕,丁建军,邹泓.大学生特质焦虑与社会支持系统关系的研究[J].河北大学学报(哲学社会科学版),2000,25(1).
[48]余欣欣.高师学生社会支持、应对方式与心里健康的相关性研究[J].高教论坛,2002,(5):120-123.
[49]李慧民.社会支持与大学生心里健康及人格特征的关系[J].中国学校卫生,2004,25(3):263-264.
[50]李艺敏.河南省大学生社会支持调查分析[J].健康心理学杂志,2003,11(1):34-35.
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[2]李强.社会支持与个体心理健康[J].天津社会科学,1998,(01):67-70.
[3]王雁飞.社会支持与身心健康关系研究述评[J].心理科学,2004,27(5):1175-1177.
[4]易进.儿童社会支持系统—一个重要研究课题[J].心理发展与教育,1999(3):58-61.
[5]贺寨平.国外社会支持网研究综述[J].国外社会科学,2001(1):76-82.
[6]转自MAISATOLJAMO RN,PhD,MAUA HENTINEN RN,PhD,Adherence to self-care and social support,Journal of Clinical Nursing,2001(10):618-627.
[7]转自施建锋,马剑虹.社会支持研究有关问题探析[J],人类功效学,2003,9(1):58-61.
[8]汪向东等.心理卫生评定量表手册[M].中国心理卫生杂志社,1999,127-131.
[9]金华等,中国正常人SCL—90评定结果的初步分析[J].中国神经精神疾病杂志,1986.12.
[10]Munroe S,& Steiner S.Social support and psychopathology:Interrelations with preexisting disorder,stress and personality[J].Journal of Abnormal Psychology,1986,95:29-39.
[11]Barrera,M.Social support in the adjustment of pregnant adolescent:Assessment issue.In B.H.Gottlieb(Ed),Social net workers and social support.(pp.69-96).London:Sage.
[13]Furman,W.The development of children's social network.In Belle,D.(ed).Children's Social Network.Developmental Psychology,1985,21:1016-1024.
[13]Cutrona.C.E.Social support and stress in the transition to parenthood Journal of Abnormal Psychology.93:378-390.
[14]程虹娟.大学生社会支持的研究综述.成都理工大学学报(社会科学版),2004,3,12(1):88-91.
[15]Wong.Difficulties and patterns of social support of mature college student in Hong Kong:implications for student guidance and counseling services[J].British Journal of Guidance & Counseling,1997.25(3):377.
[16]刘广珠.577名大学生获得社会支持情况的调查[J].中国心理卫生杂 志,1998(3):175-176.
[17]陶沙.大学新生社会支持的特点与变化的研究[J].心理发展与教育,2000(1):1-5.
[18]候志谨.中学生社会支持系统及其与心理健康关系的研究[M].北京:北京师范大学出版社,1997.
[19]黄万祺、周威等.大学生社会支持及应对方式与心理健康水平分析[J].中国公共卫生,2006,22(2):139-140.
[20]李黎.大学生社会支持状况与挫折应对的特点[J].中国临床康复,2005,9(44):52-53.
[21]陈玉梅.高职生社会支持现状调查[J].中国健康心理学杂志,200715(1):79.
[22]刘广珠.577名大学生获得社会支持情况的调查[J].中国心理卫生杂志,1998,(3):175-176.
[23]苗丹民、王家同.临床心理学[M].西安第四军医大学出版社,2004.
[24]转自王登峰、张伯源等.大学生心理卫生与咨询[M].北京大学出版社,1992.
[25]刘华山.心理健康概念与标准的再认识[J].心理科学,2001:24(4),481.
[26]江光荣.关于心理健康标准研究的理论分析[J].教育研究与实验,1996,4:28-52.
[27]黄希庭、郑涌等.当代中国大学生心理特点与教育[M].上海教育出版社,1999:23-24.
[28]转自杨雪丽.外语院校大学生心理健康状况与应对方式及社会支持的相关性研究.2006年硕士论文.
[29]连长贵.大学生群体心理卫生四年回顾[J].中国心理卫生杂志,1990(4):129-130.
[30]胡启先,易法建,毛晋平等.当代大学生社会心理问题及其对策[M].南京:江苏人民出版社,1999:237-57.
[31]Wyshak G.Women's college physical and self-reports of physician-diagnosed depression and of current symptoms of psychiatric distress.Women Health Gend Based Med,2001,10(4):363-370.
[32]黎凤环.高职学生心理状况的调查研究[J].九江职业技术学院学报,2004(1).
[33]富景春.高等职业院校新生心理健康状况的调查与研究[J],2001.www.tech.net.cn.
[34]王前新.在高职学生中开展心理健康教育的思考[J],2002.www.tech.net.cn.
[35]黄家钿、于颖新.宁波市高职学生心理健康状况调查[J].中国校医,2003(3).
[36]李启松.对高职学生心理健康状况的初步研究[J].三峡职业技术学院学报,2005(2).
[37]郅利聪.高职院校学生心理健康状况测试分析报告[J].安徽卫生职业技术学院学报,2006(1).
[38]Burl E.Gilliland,Richard K.James.Crisis Intervention Strategies.Cole Publishing Company,1997.
[39]易法建.心理医生[M].重庆大学出版社,1997:37.
[40]胡德辉.大学生心理与辅导[M].中山大学出版社,2000:17.
[41]程利国.论心理咨询的哲学方法论基础[J],福建大学学报,2001.4.
[42]张明.人格心理学新论[M].东北师范大学出版社,2001:119-135.
[43]V.Brenner Psychology of computer USE:XLV Ⅱ:Parameters “Internet use abuse and addiction:the first 90days of the Internet usage survey.Psychological Reports.1997:879.
[44]沈杰.2005年中国青年发展态势.http://www.cass.net.cn/file/200612053466.html.2006-1-20.
[45]转自李祚山.转型期初中生心理健康与父母养育方式的研究.心理科学,2001(4):445-448.
[46]肖水源,杨德森.社会支持对身心健康的影响.中国心理卫生杂志,1987,1(4):183-187.
[47]肖凌燕,丁建军,邹泓.大学生特质焦虑与社会支持系统关系的研究[J].河北大学学报(哲学社会科学版),2000,25(1).
[48]余欣欣.高师学生社会支持、应对方式与心里健康的相关性研究[J].高教论坛,2002,(5):120-123.
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