【作者】 张万军；

【导师】 黄芬；

【作者基本信息】 安徽医科大学 ， 流行病与卫生统计学， 2010， 硕士

【摘要】 目的了解农村留守中学生心理卫生问题的发生率,分析不同人口学特征留守中学生心理问题发生状况;探索农村留守中学生心理卫生问题与应对方式、家庭支持、社会支持和生活质量的关系,为制定相应的干预措施提供科学依据。方法在安徽省两地区采用分层整群抽样,选取6所农村中学,共计1147名留守中学生作为调查对象,使用症状自评量表(SCL-90)、简易应对方式问卷(SCSQ)、家庭支持量表(PSS-Fa)、社会支持评定量表(SSRS),儿童少年生活质量量表对农村留守中学生进行调查分析,通过单因素和多因素分析,探讨心理问题与各因素之间的关系。结果1147名农村留守中学生心理卫生问题总检出率25.5%;男生心理问题检出率高于女生,差异没有统计学意义(χ~2=0.935,P=0.334);低年龄组心理问题检出率低于高年龄组,差异有统计学意义(χ~2=28.02,P=0.000);不同年级间心理问题检出率差异有统计学意义(χ~2=29.705,P=0.000);不同学习成绩间心理问题检出率差异有统计学意义(χ~2=10.121,P=0.038);父亲文化程度越高的留守中学生心理卫生问题的检出率越高,差异有统计学意义(χ~2=6.563,P=0.010);独生子女的心理卫生问题检出率低于非独生子女的心理卫生问题检出率,差异有统计学意义(χ~2=4.270,P=0.039);不同恋爱状况心理问题检出率差异有统计学意义(χ~2=27.874,P=0.000);不同同学关系间留守中学生的心理问题检出率差异有统计学意义(χ~2=12.564,P=0.002);不同学习压力间心理问题检出率差异有统计学意义(χ~2=27.794,P=0.000);不同上网游戏状况的留守中学生心理问题检出率差异有统计学意义(χ~2=13.793,P=0.001);不同年级、同学关系、上网游戏、恋爱状况间学生的家庭支持得分不同,差异有统计学意义(P<0.05);不同性别、独生子女、同学关系、学习成绩、上网游戏间社会支持总分差异有统计学意义(P<0.05);不同年龄、年级、学习成绩、同学关系、学习压力、上网游戏、恋爱状况的留守儿童的生活质量总分有所不同,差异有统计学意义(P<0.05);经相关分析,家庭支持、社会支持、生活质量得分与SCL-90各因子得分均呈显著相关(P<0.01);经Logistic回归分析,家庭支持、主观支持、生活质量得分高是留守中学生心理卫生问题的保护因素,而高年龄、学习压力大、非独生子女、消极应对得分高是留守中学生心理卫生问题的危险因素。结论农村留守中学生心理卫生问题发生率较高,且心理问题的产生是多种因素作用的结果,相关部门必须采取综合措施来降低心理问题的发生。在制定具体干预策略时,上述研究因素应引起重视,以达到理想的效果。更多还原

【Abstract】 Objective To study the psychological health of Left-behind Middle School Student in rural areas, and to explore the relationship between family support, social support,the quality of life and psychological health among Left-behind Middle School Student in rural areas, and to analyze the related risk factors.Methods The investigation was administered to 1147 Left-behind Middle School Student in rural areas of a city from Anhui Province. All participants were required to complete an anonymous questionnaire. Psychological health, coping style, social support , family support and the quality of life were evaluated by Symptom Checklist 90(SCL-90), Simplified Coping Style Questionnaire(SCSQ), Social Support Evaluating List(SSRS) , Perceived Social Support from Family Scale(PSS-Fa) and Quality of Life scale for children and adolescents. Univariate and multivariate logistic regression were used to analyze the influencing factors of Psychological health.Results 25.5% of Left-behind Middle School Student in rural areas got the total score of SCL-90 more than 160 or got the score of at least one of 10 factors more than 3.The prevalence of psychological problem of male was higher than that of female (χ~2=0.935,P=0.334).And the prevalence of psychological problem was also higher in higher age (χ~2=28.02,P=0.000),only child family(χ~2=4.270,P=0.039) and more education level of the father (χ~2=6.563,P=0.010). In those Left-behind Middle School Student in rural areas who had different grade(χ~2=29.705,P=0.000), different mark(χ~2=10.121,P=0.038)and different love status(χ~2=27.874,P=0.000), and all of the difference were significant.The three dimensionalities of social support, family support and quality of life were in relativity to the total score of SCL-90 and each factor score(P<0.01).The result of logistic analysis showed that the higher score of family support, subjective support and quality of life were protective factors for psychological health of Left-behind student in rural areas. While higher age, more tension , only child and the higher score of negative coping style were risk factors for their psychological health.Conclusions Psychological problem is common among Left-behind Middle School Student in rural areas.Family support, social support , dealing method and the quality of life have effect on the psychological health of Left-behind Middle School Student in rural areas. More researches should be conducted for prevention. Counseling in coping strategy could be useful. Effective measures should be taken to prevent the problem of psychological health. Psychological health in Left-behind Middle School Student can be improved through changing some social factors , eliminating risk factors and strengthening the protective factors.更多还原