中学独生子女学生心理健康状况和人格特征的相关性
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摘要
目的:了解中学生当中独生子女的人格特点对心理健康状况的影响。方法:选取我市部分学校独生子女学生145人为被试,实施症状自评量表(SCL-90)以及艾森克人格问卷(EPQ)。结果:①独生子女学生SCL-90总分及躯体化、强迫症状、人际关系、抑郁、焦虑、敌对、恐怖、偏执和精神病性因子得分高于全国常模(t=8.576,3.732,11.622,5.313,5.689,8.627,4.095,9.062,7.375,8.034;P<0.01),并且存在显著差异,具有统计学意义。②人格特征中的神经质因子与SCL-90中的敌对因子和偏执因子呈显著正相关(P<0.05),具有统计学意义。结论:独生子女学生的心理健康水平显著差于全国一般人群;人格特征中的神经质因素会对独生子女学生在敌对和偏执方面产生影响。
Objective:To understand the impact of the personality characteristics on mental health status of the only child students in middle school.Methods:A total of 145 only children of some school in our city were selected to be measured with the SCL-90 and EPQ.Results:① The total score of SCL-90,somatization,force,interpersonal relationship,depression,anxiety,hostility,terror,paranoia and psychotic factor of the only child were higher than the national norm(t=8.576,3.732,11.622,5.313,5.689,8.627,4.095,9.062,7.375,8.034;P<0.01).②There was a significantly positive correlation between the neuroticism factor in personality and antagonistic factor,paranoid factor of SCL-90(P<0.05).Conclusion:The mental health level of the only child is significantly worse than the national norm;The neurotic factors in personality can make an impact on the hostility and bigotry of the only child.
Objective:To understand the impact of the personality characteristics on mental health status of the only child students in middle school.Methods:A total of 145 only children of some school in our city were selected to be measured with the SCL-90 and EPQ.Results:① The total score of SCL-90,somatization,force,interpersonal relationship,depression,anxiety,hostility,terror,paranoia and psychotic factor of the only child were higher than the national norm(t=8.576,3.732,11.622,5.313,5.689,8.627,4.095,9.062,7.375,8.034;P<0.01).②There was a significantly positive correlation between the neuroticism factor in personality and antagonistic factor,paranoid factor of SCL-90(P<0.05).Conclusion:The mental health level of the only child is significantly worse than the national norm;The neurotic factors in personality can make an impact on the hostility and bigotry of the only child.
引文
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[16]王一帆,祁光耀.独生子女的家庭心理教育研究与分析[J].山东社会科学,2015(1):169-170
[17]王占吉.独生子女心理问题研究[D].长春:长春理工大学,2009
[18]詹启生,程诺,李秒,等.独生子女与非独生子女大学生心理健康比较[J].中国健康心理学杂志,2017,25(9):1414-1418
[19]唐洁,孟宪璋.大中学生主观幸福感的比较研究[J].中国临床心理学杂志,2002,10(4):316-320
[20]Diener E,Lucas R E,Oishi.Subjective well-being:The science of happiness and life satisfaction[M].In:Snyder C R,and Lopez S J(eds).Handbook of Positive Psychology.New York:Oxford University
[21]赵云龙,赵建新.人格、应对方式和心理健康的关系研究[J].中国健康心理学杂志,2011,19(6):711-713
[22]宋子成.独生子女教养指南[M].北京:知识出版社,1981:35-35
[23]张三萍.1000例独生子女大学生人格的分析与启示[D].武汉:武汉理工大学,2002
[24]戴伟民,冯淑兰,余兰琼,等.独生与非独生子女的SCL-90及EPQ对照研究[J].中国心理卫生杂志,2005,19(4):256-258
[25]Tao K T.An overview of only child family mental health in China[J].Psychiatry Clin Neurosci,1998,52(S6):S206-S211
[26]Burt S A,Mikolajewski A J,Larson C L.Do aggression and rule-breaking have different interpersonal correlates?A study of antisocial behavior subtypes,negative affect,and hostile perceptions of others[J].Aggress Behav,2009,35(6):453-461
[27]胡重庆.对独生子女人格的异质分析[D].南昌:江西师范大学,2003
[28]韦静远.初中生神经质与抑郁的关系:感恩与心理弹性的并行中介作用[D].西安:陕西师范大学,2016
[2]祁正庆.独生子女与非独生子女中学生的学校适应感比较研究[J].中国健康心理学杂志,2009,17(1):64-65
[3]苑春永,陈福美,王耘,等.独生子女和非独生子女情绪适应性的差异--基于倾向分数配对模型的估计[J].中国临床心理学杂志,2013,21(2):296-299
[4]韩玉蓉.从家庭环境看独生子女的心理偏差及越轨行为[J].中国青年研究,2006(10):8-10
[5]汪向东,王希林,马弘.心理卫生评定量表手册[M].北京:中国心理卫生杂志社,1999:31-35,375-378
[6]陈仲庚.艾森克人格问卷的项目分析[J].心理学报,1983(2):211-218
[7]龚耀先.修订艾森克个性问卷手册[Z].长沙:湖南医学院,1983(2):13-13
[8]钱铭怡,武国城,朱荣春,等.艾森克人格问卷简式量表中国版(EPQ-RSC)的修订[J].心理学报,2000,32(3):317-323
[9]李慧民.犯罪青少年心理健康与家庭因素分析[J].中国公共卫生,2003,19(4):496-497
[10]徐勇.自杀意念中学生的心理健康水平及家庭环境因素研究[J].中国学校卫生,2001,22(5):449-450
[11]Miotto P,DeCoppi M,Frezza M,et al.Suicidal ideation and aggressiveness in school-aged youths[J].Psychiatry Res,2003,120(3):247-255
[12]Swedo S E,Rettew D C,Kuppenheimer M,et al.Can adolescent suicide attempters be distinguished from at-risk adolescents?[J].Pediatrics,1991,88(3):620-629
[13]夏维海.我国独生子女心理研究:现状与展望[J].绵阳师范学院学报,2015,34(9):67-71
[14]赵启媛,金平,汪凯.综合医院心理咨询门诊中学生心理健康调查[J].中国健康心理学杂志,2016,24(4):603-606
[15]陶福林,孙玲,刘桥生.南昌地区中小学独生子女学生情绪问题的社会心理因素研究[J].江西医学院学报,2009,49(12):116-118
[16]王一帆,祁光耀.独生子女的家庭心理教育研究与分析[J].山东社会科学,2015(1):169-170
[17]王占吉.独生子女心理问题研究[D].长春:长春理工大学,2009
[18]詹启生,程诺,李秒,等.独生子女与非独生子女大学生心理健康比较[J].中国健康心理学杂志,2017,25(9):1414-1418
[19]唐洁,孟宪璋.大中学生主观幸福感的比较研究[J].中国临床心理学杂志,2002,10(4):316-320
[20]Diener E,Lucas R E,Oishi.Subjective well-being:The science of happiness and life satisfaction[M].In:Snyder C R,and Lopez S J(eds).Handbook of Positive Psychology.New York:Oxford University
[21]赵云龙,赵建新.人格、应对方式和心理健康的关系研究[J].中国健康心理学杂志,2011,19(6):711-713
[22]宋子成.独生子女教养指南[M].北京:知识出版社,1981:35-35
[23]张三萍.1000例独生子女大学生人格的分析与启示[D].武汉:武汉理工大学,2002
[24]戴伟民,冯淑兰,余兰琼,等.独生与非独生子女的SCL-90及EPQ对照研究[J].中国心理卫生杂志,2005,19(4):256-258
[25]Tao K T.An overview of only child family mental health in China[J].Psychiatry Clin Neurosci,1998,52(S6):S206-S211
[26]Burt S A,Mikolajewski A J,Larson C L.Do aggression and rule-breaking have different interpersonal correlates?A study of antisocial behavior subtypes,negative affect,and hostile perceptions of others[J].Aggress Behav,2009,35(6):453-461
[27]胡重庆.对独生子女人格的异质分析[D].南昌:江西师范大学,2003
[28]韦静远.初中生神经质与抑郁的关系:感恩与心理弹性的并行中介作用[D].西安:陕西师范大学,2016