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目的了解新疆塔城地区牧区和非牧区哈萨克族中学生心理健康状况及存在的差异,为该地区哈萨克族中学生健康成长提供理论支持。方法采用随机分层整群抽样的方法,在塔城牧区和非牧区抽取各15所中学的共18 946名哈萨克族高中学生进行中学生心理健康量表(MMHI-60)问卷调查,对结果进行比较分析。结果塔城地区哈萨克族中学生心理状况表现良好的占54.06%,轻度心理问题的占39.49%,中度心理问题的占4.79%,重度心理问题的占1.66%;牧区与非牧区哈萨克族中学生心理状况在良好、轻度、中度、重度方面所占比例差异均有统计学意义(P值均<0.05);牧区有心理问题的哈萨克族中学生比例为50.50%,非牧区为40.23%,差异有统计学意义(χ2=198.90,P<0.01);初一至高三年级中,牧区轻度、中度、重度心理问题的人数比例均高于非牧区;塔城牧区哈萨克族中学生的心理量表总均分为(2.05±0.54)分,非牧区为(1.91±0.54)分,差异有统计学意义(t=17.73,P<0.01);塔城牧区哈萨克族中学生的孤独感体验明显强于非牧区哈萨克族中学生,差异有统计学意义(Z=-11.59,P<0.05)。结论新疆塔城牧区哈萨克族中学生心理健康状况与非牧区相比相对较差,社会、学校和家长应共同关注牧区中学生的心理健康问题。
Objective To understand the differences of mental health status and existence of Kazak middle school students in pastoral and non-pastoral areas in Tacheng, Xinjiang and to provide theoretical support for the healthy growth of Kazak middle school students in this area. Methods A total of 18 946 Kazakh high school students from 15 middle schools in Tacheng pastoral areas and non-pastoral areas were surveyed by random stratified cluster sampling method to investigate the middle school students’ mental health scale (MMHI-60) questionnaire. The results were compared analysis. Results The psychological status of Kazak high school students in Tacheng district was good, accounting for 54.06%, mild mental problems accounting for 39.49%, moderate psychological problems accounting for 4.79% and severe mental problems accounting for 1.66%. The Kazakh and Kazakh middle school students mentality There were significant differences in the proportion of good, mild, moderate and severe (P <0.05). The proportion of Kazak middle school students who had psychological problems in pastoral areas was 50.50% and that of non-pastoral areas was 40.23% (Χ2 = 198.90, P <0.01). In the first to the third grade, the proportion of mild, moderate and severe psychological problems in pastoral areas were higher than those in non-pastoral areas. The total psychological scale of Kazakh middle school students in Tacheng pastoral areas (2.05 ± 0.54) points in non-pastoral areas and (1.91 ± 0.54) points in non-pastoral areas, the difference was statistically significant (t = 17.73, P <0.01); the experience of loneliness in Kazak middle school students in Tacheng pastoral area was significantly stronger than that in non-pastoral areas Ethnic middle school students, the difference was statistically significant (Z = -11.59, P <0.05). Conclusion The mental health of Kazak middle school students in Tacheng pastoral area of Xinjiang is relatively poor compared with non-pastoral areas. The society, schools and parents should pay attention to the mental health of middle school students in pastoral areas.