摘要
目的:分析不同类型、性别、年龄学校教师生活质量与身心健康的差异。方法:①于2005-02/2006-02从河南部分大学、中学、小学不同教研组抽取教师630名为调查对象。均无严重躯体和精神疾患,且自愿配合量表评估。②采用生活质量综合评定量表评估生活质量,该量表共74个条目,包括躯体功能,心理功能,社会功能,物质生活状态4个维度,所有条目均采用5级评分(1～5),评分越高,生活质量越好。采用症状自评量表中国修订版评估心理健康状况,该量表包括躯体化、强迫症状、人际关系、抑郁、焦虑、敌对、恐怖、偏执、精神病性9个因子;采用5级评分法(1～5),得分越高,表明其症状越严重。③多组间均数比较采用单因素方差分析,并以LSD法进行组间两两比较。结果:发放问卷630份,收回填写完整、准确的问卷570份。①教师症状自评量表评分与国内常模比较:除症状自评量表的偏执因子外,教师其他因子评分均明显高于国内常模(t=2.180～4.719,P<0.05～0.01)。②不同类型学校教师间症状自评量表评分结果:大学教师症状自评量表各因子评分均明显低于中学教师(t=3.22～6.50,P<0.01),各类型教师中以中学教师各因子分最高。③不同性别、不同年龄教师症状自评量表评分结果比较:男性症状自评量表人际关系、敌对、偏执、精神病性因子评分均明显高于女性(t=2.40～6.28,P<0.05～0.01),而躯体化、抑郁、焦虑、恐怖因子明显低于女性(t=2.358～5.50,P<0.05～0.01)。40～55岁教师症状自评量表9项因子分均明显高于25～40岁教师(t=6.38～8.74,P<0.01)。④不同类型学校教师综合生活质量各纬度积分比较:大学教师在躯体健康纬度、心理健康纬度、社会功能纬度、物质生活纬度所得总分均明显的高于中、小学教师(u=2.29～4.69,P<0.05～0.01),中学教师在3种类型学校教师中各纬度得分最低。结论:①在各类型教�
AIM： To analyze the difference of quality of life as well as physical and mental health in teachers in different types, sexes and ages. METHODS： ①Totally 630 investigators were extracted from different departments of universities, middle schools and primary schools of Henan Province from February 2005 to February 2006. They did not have severe body and mental diseases, and cooperated the scale evaluation voluntarily. ②Quality of life was evaluated with General Quality of Life Inventory （GQOLI） that were composed of 74 items, including four dimensions： physical health, psychological health, social functional status and living conditions. Each item was on 5-grade scales （1-5）. The higher the score, the better the quality of life was. Mental heath was assessed with Symptom Checklist-90-Chinese revised （SCL-90） that contained somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism. Five-grade scores （1-5）, the higher score represented severe symptom. ③Mean comparison in groups was conducted with single factor variance analysis, and the pairwise comparison was performed with LSD method. RESULTS： Totally 630 questionnaires were sent out, and 570 integrated and precise questionnaires were retrieved. ① Comparison between teachers and national norms in SCL-90： The scores were higher in teachers than national norms except the paranoid ideation factor （t =2.180-4.719,P 〈 0.05-0.01）. ②Score of SCL-90 in teachers of different types： The scores of each factor were obviously lower in university teachers than middle school teachers （t =3.22-6.50, P 〈 0.01）. The scores of each factor were the highest in the middle school teachers. ③Comparison of SCL-90 in teachers of different sexes and ages： The scores of interpersonal sensitivity, hostility, paranoid ideation and psychoticism in males were markedly higher than those in females （t =2.40-6.28, P 〈 0.05-0.01）, while the scores of som
出处
《中国组织工程研究与临床康复》
CAS
CSCD
北大核心
2007年第17期3266-3269,共4页
Journal of Clinical Rehabilitative Tissue Engineering Research
基金
河南省社科联2005年重点调研课题(SKL-2005-645)~~
