广西民族地区中学生生活压力事件调查
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摘要
生活压力是影响中学生个体身心健康的主要因素，目前国内外对中学生生活压力事件的研究也较多，但是有针对性地对少数民族地区中学生生活压力进行系统研究还较少。为此，本研究以广西西北部民族地区中学生为研究对象，借鉴目前国内外关于中学生生活压力事件的研究成果，编制了一套适合广西民族地区中学生的生活压力事件问卷，以为调查西部民族地区中学生的生活压力状况提供理论和实践的指导。
本研究在参考相关文献的基础上，从理论上构建了中学生生活压力事件问卷的大致结构，并形成了原始的调查问卷，接着对广西少数民族聚集地区的中学生先后进行了两次调查，运用探索性因素分析及项目分析对问卷的题项进行筛选后，正式确定了广西民族地区中学生生活压力事件问卷的题项及其结构；在第二次的调查中，运用分层面因素分析法进行了进一步分析，并检验了该问卷的信、效度。同时，也对广西民族地区中学生生活压力状况及其在各个人口学变量上的特征进行了分析：
1、广西民族地区中学生生活压力源主要有：学习压力、与家长交往压力、恋爱压力、与老师交往压力、自我身心压力、生活环境压力、亲友变故压力。2、本问卷具有较好的信度、效度指标，符合心理测量学的要求，可作为广西民族地区中学生生活压力事件的调查工具。3、广西民族地区中学生生活压力在各人口学变量上的特征分析如下：(1)民族地区中学生生活压力存在性别差异。女生承受的生活压力在总体上及各个因素上都高于男生；(2)民族地区中学生生活压力存在学校类型差异。高中生的学习压力和恋爱压力高于初中生，初中生对亲友变故压力高于高中生；(3)民族地区中学生生活压力存在城乡差异。农村中学生在总体压力、生活环境压力上高于城市中学生，在与家长交往压力上低于城市中学生；(4)民族地区中学生生活压力存在年级差异。在学习压力上高一学生的学习压力最大，其次是高三、高二、初三、初二，初一学生的学习压力最小；在恋爱压力上高三学生压力最大，其次是高二、高一、初三、初一，初二压力最小。
Life pressure is the main factor which affects the physical and mental health of the students. At present, there are so many researches about the pressure on the middle school students home and abroad, however, less researches systematically pay attention to that of the minority middle school students. So, this study based on the investigation of the middle school students of the minority in northwestern Guangxi. This study also learned from the current domestic and international studies on students' pressure. To acquire the exact result, I have designed a set of life questionnaire which is suitable for Guangxi minority areas the study will give the theory and practice guidance to the mental health education in the western ethic areas in China.
The study based on many references. At first, from the theory angle, it establishes the main structure of the life pressure events on the middle school students. Then, two questionnaires have been conducted in the minority ethics gathered areas in Guangxi Province. At last, by filtering the data from the questionnaire, in the methods of exploratory factor analysis and projects analysis, the question items and the structure of the questionnaire of the pressures events on the middle school students in Guangxi Province has formed. In the second questionnaire, the classified level analysis is applied for the further study, also, the validity and the trust have been checked. Meanwhile, the status of the pressures on the middle school students in minority regions of Guangxi and their characteristics in all demographic variable have been analyzed.
1, there are 7 main factors of the life pressure on middle school students in Guangxi Ethnic Areas: pressures on learning, communicating with the parents, love, communicating with teachers, self-physical and psychological pressure, living circumstances, relatives misfortune, and so on.
2, This questionnaire has good reliability, validity indicators, in line with the requirements of psychological measurement. It also can be used as a pressure tool to do research on the life pressure events of the middle school students in Guangxi Ethnic Areas.
3, The characteristics on the demographic variables of the life pressures of the middle school students in Guangxi Ethnic Areas are followed:
(1) The life pressures of middle school students in the ethic areas depend on the gender. Generally, Pressures on girls are higher than that of boys of various factors.
(2) The life pressures on middle school students in ethnic areas depend on the school patterns. High school students bear more love and learning pressure than that of junior school students.
(3) The life pressure on middle school students in ethnic areas depend on the living areas. Generally, rural students have higher pressure than that of urban ones in the pressure on the main pressures and the pressures of the living environment. However, on the communication pressure, the pressures of rural students are lower than that of urban ones.
(4) The pressures on the middle school students in ethnic areas depend on the grades. On the learning pressures, the high school 1st grade have the highest pressure of all, then the high school 3rd grade, high school 2nd grade, junior school 3rd grade, and junior school 2nd grade, junior school 1st grade have the lowest pressures. On the pressures of love, high school 3rd grade have the highest pressure of all grades, the high school 2nd grade, high school 1st grade, junior school 3rd grade, junior school 1st grade are followed, junior school 2nd grade have the lowest pressures.
本研究在参考相关文献的基础上，从理论上构建了中学生生活压力事件问卷的大致结构，并形成了原始的调查问卷，接着对广西少数民族聚集地区的中学生先后进行了两次调查，运用探索性因素分析及项目分析对问卷的题项进行筛选后，正式确定了广西民族地区中学生生活压力事件问卷的题项及其结构；在第二次的调查中，运用分层面因素分析法进行了进一步分析，并检验了该问卷的信、效度。同时，也对广西民族地区中学生生活压力状况及其在各个人口学变量上的特征进行了分析：
1、广西民族地区中学生生活压力源主要有：学习压力、与家长交往压力、恋爱压力、与老师交往压力、自我身心压力、生活环境压力、亲友变故压力。2、本问卷具有较好的信度、效度指标，符合心理测量学的要求，可作为广西民族地区中学生生活压力事件的调查工具。3、广西民族地区中学生生活压力在各人口学变量上的特征分析如下：(1)民族地区中学生生活压力存在性别差异。女生承受的生活压力在总体上及各个因素上都高于男生；(2)民族地区中学生生活压力存在学校类型差异。高中生的学习压力和恋爱压力高于初中生，初中生对亲友变故压力高于高中生；(3)民族地区中学生生活压力存在城乡差异。农村中学生在总体压力、生活环境压力上高于城市中学生，在与家长交往压力上低于城市中学生；(4)民族地区中学生生活压力存在年级差异。在学习压力上高一学生的学习压力最大，其次是高三、高二、初三、初二，初一学生的学习压力最小；在恋爱压力上高三学生压力最大，其次是高二、高一、初三、初一，初二压力最小。
Life pressure is the main factor which affects the physical and mental health of the students. At present, there are so many researches about the pressure on the middle school students home and abroad, however, less researches systematically pay attention to that of the minority middle school students. So, this study based on the investigation of the middle school students of the minority in northwestern Guangxi. This study also learned from the current domestic and international studies on students' pressure. To acquire the exact result, I have designed a set of life questionnaire which is suitable for Guangxi minority areas the study will give the theory and practice guidance to the mental health education in the western ethic areas in China.
The study based on many references. At first, from the theory angle, it establishes the main structure of the life pressure events on the middle school students. Then, two questionnaires have been conducted in the minority ethics gathered areas in Guangxi Province. At last, by filtering the data from the questionnaire, in the methods of exploratory factor analysis and projects analysis, the question items and the structure of the questionnaire of the pressures events on the middle school students in Guangxi Province has formed. In the second questionnaire, the classified level analysis is applied for the further study, also, the validity and the trust have been checked. Meanwhile, the status of the pressures on the middle school students in minority regions of Guangxi and their characteristics in all demographic variable have been analyzed.
1, there are 7 main factors of the life pressure on middle school students in Guangxi Ethnic Areas: pressures on learning, communicating with the parents, love, communicating with teachers, self-physical and psychological pressure, living circumstances, relatives misfortune, and so on.
2, This questionnaire has good reliability, validity indicators, in line with the requirements of psychological measurement. It also can be used as a pressure tool to do research on the life pressure events of the middle school students in Guangxi Ethnic Areas.
3, The characteristics on the demographic variables of the life pressures of the middle school students in Guangxi Ethnic Areas are followed:
(1) The life pressures of middle school students in the ethic areas depend on the gender. Generally, Pressures on girls are higher than that of boys of various factors.
(2) The life pressures on middle school students in ethnic areas depend on the school patterns. High school students bear more love and learning pressure than that of junior school students.
(3) The life pressure on middle school students in ethnic areas depend on the living areas. Generally, rural students have higher pressure than that of urban ones in the pressure on the main pressures and the pressures of the living environment. However, on the communication pressure, the pressures of rural students are lower than that of urban ones.
(4) The pressures on the middle school students in ethnic areas depend on the grades. On the learning pressures, the high school 1st grade have the highest pressure of all, then the high school 3rd grade, high school 2nd grade, junior school 3rd grade, and junior school 2nd grade, junior school 1st grade have the lowest pressures. On the pressures of love, high school 3rd grade have the highest pressure of all grades, the high school 2nd grade, high school 1st grade, junior school 3rd grade, junior school 1st grade are followed, junior school 2nd grade have the lowest pressures.
引文
[1] 冯永辉等．中学生生活事件、应对方式及焦虑的关系研究．心理发展与教育，2002，(1)：71-74
[2] Allen,R.J. Human stress.it's nature and control. Macmillan publishing comp any.1983, (2): 21
[3] 张春兴．张氏心理学大辞典．台北：台湾东华书局，1992
[4] 郭永玉．人格心理学．北京：中国社会科学出版社，2005：463-464
[5] Coddington, R. D.(1972a). The significance of life events as etiologic factors in the diseases of children. A study of a normal population. Journal of Psychosomatic Research. 16, 7-18
[6] James H. Johnson. Life Events as Stressors in Childhood and Adolescence [M]Sage Pulications, 1986
[7] .Elaine S. S. Children's Stress and Coping: A Family Perspective. The Guilford Press.1993:5-7, 86-91
[8] Paul E.Jose. Catherine A.D'Anna et al.Stress and coping Among Russian and Early Adolescents [J].Developmental Psychology, 1998, 34(4):757-769
[9] 刘贤臣等．青少年生活事件量表的信度、效度检验．中国临床心理学杂志，1997，5(1)：34-36
[10] 李燕等．武汉市中学生心理应激因素的初步分析．中国心理卫生杂志，2000，(3)：197-200
[11] 李文道等．中学生压力生活事件、人格特点对压力应对的影响．心理发展与教育，2000，(4)：8-13
[12] 江光荣，靳岳滨．中国青少年生活事件检查表编制报告．中国临床心理学杂志，2000，8(1)：10-13
[13] 郑全全等．中学生心理应激的初步研究．心理科学，2001，24(2)：212-213
[14] 梁宝勇等：中学生生活应激评定辆标的初步编制，中国心理卫生杂志，2002，(5)：313-316
[15] 李瑞芹，张雪芹，钱继伟，王莉．山东枣庄市城乡重点中学学生生活质量及其影响因素．中国心理卫生杂志，2004，18(8)：551-553
[16] 狄敏．中学生生活压力事件问卷的初步编制．西南师范大学硕士论文，2004
[17] 胡海燕．高中生生活压力、应对方式及其与心理健康的关系研究．安徽师范大 学硕士论文，2005
[18] 李金钊．上海市中学生的心理压力与心理健康的关系研究．华东师范大学硕士论文，2003
[19] 李瑞芹，张雪芹，钱继伟，王莉．山东枣庄市城乡重点中学学生生活质量及其影响因素．中国心理卫生杂志，2004，18(8)：551-553
[20] 候淑晶，解亚宁，张桂薇．不同群体高中生生活质量现状的研究．中国健康心理学杂志，．2005，13(6)：456-457
[21] 李磊．大学生心理应对能力研究．南京航空航天大学学报(社科版)，2000，7(3)：31-36
[22] 井世洁．初中学生的应付方式与心理健康的相关研究．宁波大学学报(教科版)，2001，23(4)：1-5
[23] 郑照顺．青少年生活压力与辅导．广州：世界图书出版公司，2003：114．
[24] 刘贤臣等．生活事件、应对方式与青少年焦虑的相关性研究．山东医科大学学报，1997(4)：306-309
[25] 梁军林，李东石，刘珍妮，全东明．高中生的防御方式和应对方式与心理健康的相关性研究．中国心理卫生杂志，1999，13(3)：146-147
[26] 冯永辉等．中学生生活事件、应对方式及焦虑的关系研究．心理发展与教育，2002，(1)：71-74
[27] 李金钊．应对方式、社会支持和心理压力对中学生心理健康的影响研究．心理科学，2004，27(4)：980-982
[28] 胡海燕．高中生生活压力、应对方式及其与心理健康的关系研究．安徽师范大学硕士论文，2005
[29] 吴小苹，陈雪玲．高职生应激源、应付方式与心理健康的研究．中国健康心理学杂志，2006，14(2)：224-226
[30] 郑全全等．中学生应激源量表的初步编制．心理发展与教育，1999，(4)：45-49
[31] 张虹等．高中学生心理应激及其中介变量的研究．心理科学，1999，22(6)：508-511
[32] 李东升，陶芳标．中学生生活事件评定及其与焦虑、抑郁之间关系的研究．安徽预防医学杂志，2000，6(4)：241-243
[33] 楼玮群，齐铱．高中生压力源和心理健康的研究．心理科学，2000，23(2)：156-159，155
[2] Allen,R.J. Human stress.it's nature and control. Macmillan publishing comp any.1983, (2): 21
[3] 张春兴．张氏心理学大辞典．台北：台湾东华书局，1992
[4] 郭永玉．人格心理学．北京：中国社会科学出版社，2005：463-464
[5] Coddington, R. D.(1972a). The significance of life events as etiologic factors in the diseases of children. A study of a normal population. Journal of Psychosomatic Research. 16, 7-18
[6] James H. Johnson. Life Events as Stressors in Childhood and Adolescence [M]Sage Pulications, 1986
[7] .Elaine S. S. Children's Stress and Coping: A Family Perspective. The Guilford Press.1993:5-7, 86-91
[8] Paul E.Jose. Catherine A.D'Anna et al.Stress and coping Among Russian and Early Adolescents [J].Developmental Psychology, 1998, 34(4):757-769
[9] 刘贤臣等．青少年生活事件量表的信度、效度检验．中国临床心理学杂志，1997，5(1)：34-36
[10] 李燕等．武汉市中学生心理应激因素的初步分析．中国心理卫生杂志，2000，(3)：197-200
[11] 李文道等．中学生压力生活事件、人格特点对压力应对的影响．心理发展与教育，2000，(4)：8-13
[12] 江光荣，靳岳滨．中国青少年生活事件检查表编制报告．中国临床心理学杂志，2000，8(1)：10-13
[13] 郑全全等．中学生心理应激的初步研究．心理科学，2001，24(2)：212-213
[14] 梁宝勇等：中学生生活应激评定辆标的初步编制，中国心理卫生杂志，2002，(5)：313-316
[15] 李瑞芹，张雪芹，钱继伟，王莉．山东枣庄市城乡重点中学学生生活质量及其影响因素．中国心理卫生杂志，2004，18(8)：551-553
[16] 狄敏．中学生生活压力事件问卷的初步编制．西南师范大学硕士论文，2004
[17] 胡海燕．高中生生活压力、应对方式及其与心理健康的关系研究．安徽师范大 学硕士论文，2005
[18] 李金钊．上海市中学生的心理压力与心理健康的关系研究．华东师范大学硕士论文，2003
[19] 李瑞芹，张雪芹，钱继伟，王莉．山东枣庄市城乡重点中学学生生活质量及其影响因素．中国心理卫生杂志，2004，18(8)：551-553
[20] 候淑晶，解亚宁，张桂薇．不同群体高中生生活质量现状的研究．中国健康心理学杂志，．2005，13(6)：456-457
[21] 李磊．大学生心理应对能力研究．南京航空航天大学学报(社科版)，2000，7(3)：31-36
[22] 井世洁．初中学生的应付方式与心理健康的相关研究．宁波大学学报(教科版)，2001，23(4)：1-5
[23] 郑照顺．青少年生活压力与辅导．广州：世界图书出版公司，2003：114．
[24] 刘贤臣等．生活事件、应对方式与青少年焦虑的相关性研究．山东医科大学学报，1997(4)：306-309
[25] 梁军林，李东石，刘珍妮，全东明．高中生的防御方式和应对方式与心理健康的相关性研究．中国心理卫生杂志，1999，13(3)：146-147
[26] 冯永辉等．中学生生活事件、应对方式及焦虑的关系研究．心理发展与教育，2002，(1)：71-74
[27] 李金钊．应对方式、社会支持和心理压力对中学生心理健康的影响研究．心理科学，2004，27(4)：980-982
[28] 胡海燕．高中生生活压力、应对方式及其与心理健康的关系研究．安徽师范大学硕士论文，2005
[29] 吴小苹，陈雪玲．高职生应激源、应付方式与心理健康的研究．中国健康心理学杂志，2006，14(2)：224-226
[30] 郑全全等．中学生应激源量表的初步编制．心理发展与教育，1999，(4)：45-49
[31] 张虹等．高中学生心理应激及其中介变量的研究．心理科学，1999，22(6)：508-511
[32] 李东升，陶芳标．中学生生活事件评定及其与焦虑、抑郁之间关系的研究．安徽预防医学杂志，2000，6(4)：241-243
[33] 楼玮群，齐铱．高中生压力源和心理健康的研究．心理科学，2000，23(2)：156-159，155