留守大学生主观幸福感和心理健康的相关研究
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摘要
[目的]了解具有留守经历大学生主观幸福感和心理健康状况,并通过探讨他们的主观幸福感和心理健康状况之间的关系,为曾留守大学生心理健康教育工作提供支持。[方法]采用主观幸福感量表和90项症状自评量表(SCL-90)及自编留守经历问卷对抽取的学生进行调查。[结果]不具有留守经历的学生主观幸福感水平和心理健康水平均高于留守经历学生,且在所调查的具有留守经历的大学生中,他们的主观幸福感总分与心理健康总分及其各维度上均存在显著负相关。[结论]留守经历大学生主观幸福感水平与心理健康水平呈显著正相关,因此,要重视具有留守经历大学生主观幸福感水平的提升,以期提高大学生心理健康水平。
[Purpose] Understand the subjective well-being and mental health of college students with left-behind experience. And by exploring the relationship between their subjective well-being and mental health, it aims to provide support for the mental health education of college students who have left-behind experience.[Method]Subjective well-being scale, Symptom Checklist 90(SCL-90) and self-prepared left-behind questionnaire were used to investigate students. [Result] Students who do not have left-behind experience have higher levels of subjective well-being and mental health than students who have left-behind experience. And in the survey of the college students who have left-behind experience, their total score of subjective well-being has a significant negative correlation with the total score of mental health and its various dimensions. [Conclusion] There is a significant positive correlation between the level of subjective well-being and the level of mental health of college students with left-behind experience. Therefore, we must pay attention to the improvement of subjective well-being of college students with left-behind experience with a view to improve the mental health of college students.
[Purpose] Understand the subjective well-being and mental health of college students with left-behind experience. And by exploring the relationship between their subjective well-being and mental health, it aims to provide support for the mental health education of college students who have left-behind experience.[Method]Subjective well-being scale, Symptom Checklist 90(SCL-90) and self-prepared left-behind questionnaire were used to investigate students. [Result] Students who do not have left-behind experience have higher levels of subjective well-being and mental health than students who have left-behind experience. And in the survey of the college students who have left-behind experience, their total score of subjective well-being has a significant negative correlation with the total score of mental health and its various dimensions. [Conclusion] There is a significant positive correlation between the level of subjective well-being and the level of mental health of college students with left-behind experience. Therefore, we must pay attention to the improvement of subjective well-being of college students with left-behind experience with a view to improve the mental health of college students.
引文
[1] DIENER E D, SUH E M, LUCAS R, et al. Subjective well-being:three decades of progress[J].Psychological Bulletin,1999,125(2):276-302.
[2]汪向东,王希林,马宏,等.心理卫生评定量表手册(增订版)[M].北京:中国心理卫生杂志社,1999:83-86.
[3]周永红,吕催芳,徐凡皓.留守儿童心理弹性与心理健康的关系研究[J].中国特殊教育,2013(10):52-58.
[4]杨琴.留守经历大学生心理韧性、自立人格及其与心理健康的关系[J].中华行为医学与脑科学杂志,2012,21(3):268-271.
[5]谭斌.曾为留守儿童的在校大学生心理健康状况分析[J].韶关学院学报(自然科学版),2010(6):87-90.
[6]王玉花.儿童期留守经历、社会支持、应对方式与大学生主观幸福感的关系[J].中国健康心理学杂志,2008,16(4):388-390.
[7]严标宾,郑雪,邱林.大学生主观幸福感的影响因素研究[J].华南师范大学学报(自然科学版),2003(2):137-142.
[8]张海龙,苏俊鹏,李齐,等.大学生主观幸福感与心理健康的关系[J].牡丹江师范学院学报(哲学社会科学版),2015(4):110-112.
[2]汪向东,王希林,马宏,等.心理卫生评定量表手册(增订版)[M].北京:中国心理卫生杂志社,1999:83-86.
[3]周永红,吕催芳,徐凡皓.留守儿童心理弹性与心理健康的关系研究[J].中国特殊教育,2013(10):52-58.
[4]杨琴.留守经历大学生心理韧性、自立人格及其与心理健康的关系[J].中华行为医学与脑科学杂志,2012,21(3):268-271.
[5]谭斌.曾为留守儿童的在校大学生心理健康状况分析[J].韶关学院学报(自然科学版),2010(6):87-90.
[6]王玉花.儿童期留守经历、社会支持、应对方式与大学生主观幸福感的关系[J].中国健康心理学杂志,2008,16(4):388-390.
[7]严标宾,郑雪,邱林.大学生主观幸福感的影响因素研究[J].华南师范大学学报(自然科学版),2003(2):137-142.
[8]张海龙,苏俊鹏,李齐,等.大学生主观幸福感与心理健康的关系[J].牡丹江师范学院学报(哲学社会科学版),2015(4):110-112.