文献类型：期刊文献

中文题名：大学新生4387名心理健康状况与国内常模及性别差异的比较(英文)

英文题名：Comparison of the status of mental health between 4 387 freshmen and Chinese norms as well as sex difference

作者：李黎[1]

机构：[1]绍兴文理学院教育系

年份：2006

卷号：10

期号：2

起止页码：169

中文期刊名：中国临床康复

外文期刊名：Chinese Journal of Clinical Rehabilitation

收录：北大核心2004、CSCD_E2011_2012、北大核心、CSCD

语种：中文

中文关键词：学生;心理学;精神卫生

中文摘要：背景:每年都有大学新生由于不适应新生活而采取极端行为的案例报道,新生的心理健康关系到其对大学生活的适应,也关系到大学校园的稳定、和谐。目的:调查大学新生在入学初期的心理健康水平,筛选出有严重心理问题的学生。设计:横断面调查。单位:浙江省绍兴文理学院教育系。对象:于2003-11选择绍兴文理学院2003级新生4417名为观察对象。方法:采用症状自评量表、焦虑自评量表和抑郁自评量表调查大学生的心理卫生状况,症状自评量表含躯体化、强迫、人际关系敏感、抑郁、焦虑、敌对、恐怖、偏执、精神病性9个因子,进行5级评定:1没有、2较轻、3中等、4较重、5严重,得分越高,表明心理健康水平越低。判定大学生是否有心理卫生问题。焦虑自评量表采用4级记分制,主要记录评定项目所定义的症状出现的频次,标准分以50分为临界点,得分越高表明焦虑状态越严重。抑郁自评量表主要的统计指标是抑郁严重度指数,指数范围是0.25～1.00。评分指数在0.50以下者为无抑郁;0.50～0.59为轻度抑郁;0.60～0.69的为中度抑郁;0.70以上的为重度抑郁。于新生进校3个月后进行集体测试。主要观察指标:症状自评量表、焦虑自评量表和抑郁自评量表的得分情况。结果:共发放问卷4417份,回收4387份,有效率99.32%。①大学新生在强迫、恐怖、精神病性3个因子上的得分超过常模(t=2.88～4.82,P<0.01)。共检出一般心理问题的学生333名,占7.59%;严重心理问题的学生49名,占1.12%。②男女生在症状自评量表各因子上的得分呈现显著的性别差异(总均分t=5.56,P<0.01)。③症状自评量表抑郁因子和焦虑因子得分分别与抑郁自评量表和焦虑自评量表标准分呈显著相关,相关系数分别为0.532和0.361。结论:①大学新生心理健康状况欠佳。②女生较男生有较多的心理问题。③症状自评量表抑郁因子和焦虑因子得分分别与抑郁自评量表和焦虑自评量表标准分相互印证。

外文摘要：BACKGROUND： Every year there are case reports about freshmen who took extreme actions because of maladaptation. Freshmen＇s mental health is related not only to their adaptability to university life but also to the stability and harmony of university campus. OBJECTIVE： To investigate the level of freshmen＇s mental health in early university life and screen out the students with severe psychological problems. DESIGN： A cross-sectional study. SETTING： Department of Education, Shaoxing University of Zhejiang Province. PARTICIPANTS： A total of 4 417 freshmen of year 2003 from Shaoxing University were selected as observational subjects during November 2003. METHODS： The status of mental health was surveyed with symptom checklist-90 （SCL-90）, self-rated anxiety scale （SAS）, and self-rated depression scale （SDS）. SCL-90 consisted of 9 dimensions： somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism, and 5 evaluation scales： 1 as none, 2 as niild, 3 as moderate, 4 as severe and 5 as rather severe. The higher the score, the lower the level of psychological health was. They were evaluated as whether they had problem of psychological health or not. SAS contained 4 grades that recorded mainly the frequency of the appearing symptoms defined by the evaluation entry. The standard score took 50 points as the critical point. The higher the score, the more severe anxiety status was. The main statistical index of SDS was the exponent of depression severity that ranged from 0.25 to 1.00. Those with less than 0.05 had no depression, 0.50-0.59 mild depression, 0.60-0.69 moderate depression, and above 0.70 severe depression. The group test was conducted among the freshmen 3 months after they entered the university. MAIN OUTCOME MEASURES： The scores of SCL-90, SAS and SDS. RESULTS： A total of 4 417 questionnaires were sent out, and 4 387 questionnaires were collected with the effective rate of 99.32%, ① The scores on obsessive-compulsive, phobic anxiety and psychoticism in the freshmen were higher than those of the norms （t=2.88-4.82, P 〈 0.01）. Among them, 333 freshmen with common psychological problems were detected, which constituted 7.59%. Another 49 students with severe psychological problems were screened out, which made up 1.12%. ② There were significant sex differeuces of scores in SCL-90 factors between boys and girls （total average t=5.56, P 〈 0.01）. ③ There was a significant correlation of depression and anxiety of SCL-90 scores with the standard scores of SDS and SAS, respectively, and the coefficient of product-moment correlation was 0.532 and 0.361, respectively. . CONCLUSION： ① The freshmen did not have good psychological health. ②The girls had more psychological problems than the boys. ③ The scores on depression and anxiety of SCL-90 were mutual proof with the standard scores of SDS and SAS, respectively.