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目的探讨民族贫困地区初中生社会支持与心理健康水平的关系,旨在为制定相应的干预措施提供科学依据。方法采用社会支持评定量表(SSRS)和中学生心理健康诊断量表(MHT)对民族贫困地区初一、初二年级学生进行集体施测,共获有效问卷336份。结果民族贫困地区中学生严重心理问题的检出率为33.63%,一般心理问题的检出率为55.36%;中学生社会支持总分与心理健康总分呈显著负相关(r=-0.199,P<0.001);高社会支持组与低社会支持组在对人焦虑、孤独倾向、身体症状、恐怖倾向、冲动倾向以及MHT总分上差异有统计学意义(P<0.001);多因素回归分析显示,影响该地区中学生高焦虑的相关因素有性别(OR=0.508;P<0.005)、支持总分(OR=0.803;P<0.001)、客观支持(OR=1.278;P<0.001)和主观支持(OR=1.212;P<0.022)。结论高社会支持的学生心理健康状况良好,增加社会支持可有效改善该地区学生的心理健康水平。
Objective To explore the relationship between social support and mental health of junior high school students in poverty-stricken ethnic areas, and to provide a scientific basis for formulating appropriate interventions. Methods The social support rating scale (SSRS) and the mental health diagnosis scale (MHT) of middle school students were used to measure the students in the first and second year of poverty-stricken ethnic groups. There were 336 valid questionnaires. Results The detection rate of middle school students in poverty-stricken minority areas was 33.63%, while the detection rate of general psychological problems was 55.36%. The total score of middle school students was negatively correlated with the total score of mental health (r = -0.199, P <0.001) ). There was significant difference in anxiety, loneliness, physical symptoms, terrorist tendency, impulsive tendency and MHT score between high social support group and low social support group (P <0.001). Multivariate regression analysis showed that the impact The factors of high anxiety in middle school students in this area were gender (OR = 0.508; P <0.005), supportive score (OR = 0.803; P <0.001), objective support 1.212; P <0.022). Conclusion The students with high social support have good mental health. Increasing social support can effectively improve students’ mental health.