摘要
目的探讨童年期流动、留守经历大学生心理健康、领悟社会支持和核心自我评价的现状和相互关系,为改善童年期流动、有留守经历大学生心理健康状况提供参考。方法采用问卷调查524名留守经历(留守组),223名流动经历(流动组),182名既有留守又有流动经历(留守+流动组),1 161名普通大学生(普通组)的心理健康、核心自我评价和领悟社会支持。结果有流动经历大学生心理健康、核心自我评价和领悟社会支持得分与普通组差异均无统计学意义(P值均>0.05);留守经历大学生心理健康、核心自我评价、家庭支持得分均低于普通组和流动组(P值均<0.05);留守+流动经历大学生心理健康、核心自我评价、领悟社会支持得分均低于普通组和流动组(P值均<0.05)。4个群体中心理健康、核心自我评价、领悟社会支持间均有统计学意义相关(P值均<0.01)。在4个群体中,核心自我评价在领悟社会支持和心理健康的关系间均发挥完全中介作用。结论童年期流动经历对大学生心理状况无负面影响,留守经历对大学生心理状况有持续的负面影响。
Objective To explore possible role of core self-evaluations in the association of perceived social support and mental health among college students Mth migrant or left-behind experience. Methods A total of 524 college students with left-be- hind experience, 223 with migrant experience, 182 with both left-behind and migrant experience, as well as 1 161 without migrant or left-behind experience were investigated with questionnaires on mental health, core self-evaluations and perceived social support. Results Mental health, core self-evaluations and perceived social support showed no significant differences among students with and without migrant experience （P〉0.05） ; Mental health, core self-evaluations and perceived social support among students with left-behind experience and both left-behind and migrant experience were lower than students with migrant experience and control students （P〈0.05）. Mental health score, core self-evaluations and perceived social support significantly correlated with each other （P〈0.01）. Core self-evaluations played a mediational role in the relationship between perceived social support and mental health in all students. Conclusion Childhood left-behind experience negatively impact psychological wellbeing during early young adult- hood, while no significant effects of childhood migrant experience are found in this survey.
出处
《中国学校卫生》
CAS
北大核心
2017年第3期381-384,共4页
Chinese Journal of School Health
关键词
自我评价方案
社会支持
健康状况
精神卫生
学生
Self-evaluation programs
Social support
Health status
Mental health
Students
