【作者】 董昆仑；

【导师】 王冠军；

【作者基本信息】 青岛大学 ， 精神病与精神卫生学， 2011， 硕士

【摘要】 目的：采用病例对照研究,探讨中学生厌学心理与心身障碍、家庭特征和社会支持等相关危险因素的关系。方法：厌学组、对照组各100例,年龄取12至18岁。被试学生完成以下问卷及量表：1一般情况问卷、2父母教养方式评价量表(EMBU)、3汉密顿抑郁量表(HAMD)、4汉密顿焦虑量表(HAMA)、5症状自评量表(SCL-90)、6社会支持评定量表(SSRS)以及7青少年生生活事件量表(ASLEC)。采用logistic回归分析方法以及x2检验、t检验,应用SPSS10.0软件完成数据统计。结果：除精神病性因子外,对照组的躯体化、人际关系敏感、强迫症状、抑郁、焦虑、恐怖、敌对、偏执等因子的得分均较厌学学生低,差异显著(P<0.01)。对照组(2.60±0.75)的HAMD,总分(13.45±4.13)明显低于厌学组,其HAMD的各项因子也较厌学学生低,差异显著(P<0.01)。对照组的HAMA,总分(4.58±1.34)明显低于厌学组(15.42±4.81),厌学组HAMA的两项因子——躯体性焦虑和精神性焦虑得分也高于对照组,差异有显著性(P<0.01)。对照组的父母婚姻不稳定性(离异或分居)的比例(2.0%,2例)明显低于厌学组(8.0%,8例),差异有显著性(P<0.01)。对照组的母亲的过分的干涉保护和偏爱,父亲惩罚的严厉、过分的干涉被试因子分低于对照组(P<0.01),而情感温暖理解因子分则显著高于厌学组(P<0.01)。对照组的学习压力因子、健康适应因子、人际关系因子、受惩罚因子、其他(包括恋爱受挫等)因子得分与厌学组差异显著(P<0.01)。对照组的社会支持总分(36.45±2.56)高于厌学组(26.80±1.57)。其中,主观支持分和客观支持分差异显著(P<0.01)。结论：(1)心理问题中除精神病性因子外,抑郁、焦虑、强迫症状、躯体化、人际关系敏感、恐怖、敌对、偏执等是与中学生厌学相关的危险因素。(2)中学生的厌学的危险因素体现在家庭方面包括家庭环境的不良、父母婚姻的不稳定性、父母亲过分干涉和惩罚严厉或者对于中学生的过于保护和偏爱,缺乏父母的相互的理解等等。(3)人际交往状况差、社会支持度低、高学习应激压力等都与中学生厌学相关。更多还原

【Abstract】 Objective:The objective of the present case-control study is to survey the related factors associated with school-weary psychology of middle school students.Methods:Case-control study and assessment scales were used, in which 100 students with learning reluctance (age 12-18 years) and 100 healthy controls matched by age and sex were involved. Signed informed-consent documents were obtained from all subjects before they attended this study. General information on age, gender, mental disorder history, and family history was acquired for all of them. SCL-90, HAMD, HAMA, EMBU, SSRS and ASLEC were also completed. T test, x2 test and Logistic stepwise regression analysis embodied in SPSS 10.0 were used for the data analysis.. Results:SCL-90 showed that, except for psychotic factors, summarization, constraint, anxiety, hostility, Interpersonal sensitivity, depression, paranoia differed significantly between the two groups (P＜0.01). The HAMD and HAMA scores were significantly higher in students with learning reluctance (P＜0.01). Comparison of impulsive behavior, differences between two groups were found in motivation, cognitive factors and total scores (P＜0.01). Family condition was significantly less stable in students with learning reluctance (P<0.05). For students with learning reluctance, fathers were more severe and paid more interference, while mothers showed overprotection more often. The score of emotion feeling comprehension understand of the parents were obviously lower in students with learning reluctance. (P<0.01). Refer to life events, significant there were differences were detected in interpersonal relationship, learning pressure, suffering punish, healthy customization factors and so on (P＜0.01). Moreover, s the controls got significantly higher social support score than students with learning reluctance (P<0.01).Conclusions:(1) All factors involved in SCL-90 except for psychological factors were found to be associated with school-weary psychology of students. (2)Students with learning reluctance were influenced by family condition. The instability of parents’marriage, fathers over interference and mothers’over protection are all risk factors. (3)Poor interpersonal relationship, too large study pressure and low social support are all related to students’learning reluctance.更多还原