摘要
目的分析心理健康状况与学习成绩相互关系及心理弹性的保护作用。方法于2010年10月采取近似整群抽样的方法,分别在汶川地震重灾区(四川绵竹市)和地震轻灾区(四川成都市郊县)各选取一所初中学校,对初一学生进行自填式问卷调查(一般人口学特征、中学生心理健康量表和弹性量表等),随后每半年开展一次追踪调查。采用重复测量方差分析、Pearson积差相关分析及非递归结构方程模型进行数据分析。结果将5次调查均参加的1015名研究对象纳入研究,其中男生占49.3%,轻灾区占57.9%,基线调查时年龄(12.72±0.50)岁,范围11~15岁。在同一个非递归结构方程模型的框架下,心理越健康则学习成绩越好(β=-0.037,P<0.001),反之亦然(β=-0.199,P<0.001);心理弹性是学习成绩(β=0.199,P<0.001)和心理健康(β=-0.282,P<0.001)的保护因素。心理弹性对学习成绩和心理健康的中介路径95%CI分别为(0.008~0.017)和(-0.062^-0.025),占总效应分别为5.7%和13.0%。结论心理健康状态与学习成绩有相互影响关系,学习成绩影响心理健康的效应大于心理健康影响学习成绩的效应,心理弹性是心理健康和学习成绩的重要保护因素。
Objective To verify the reciprocity between mental health status and academic achievement and the protection of psychological resilience. Methods An approximate sampling method was adopted in October, 2010. Two junior high schools were selected from the severely earthquake-hit area （Mianzhu City, Sichuan Province） and the slight earthquake-hit area （a suburban county of Chengdu City, Sichuan Province） , respectively, and conducted the survey by using a self-report questionnaire （including general demographic characteristics, middle school students＇ mental health scale and resilience scale）. Then, the follow-up surveys were conducted every half year. The data were analyzed by repeated measurement variance analysis, Pearson product moment correlation analysis and non-recursive structural equation model. Results 1015 participants were included in this study who participated 5 surveys, of whom 49.3% were male and 57.9% in the slight disaster areas. The average age in the baseline survey was （12.72 ± 0.50） years old, with a range of 11 -15 years old. In the non-recursive structural equation model, the better the mental health status was, the higher academic achievement was （β = - 0. 037 ,P 〈0. 001 ）, vice versa（β= - 0. 199, P 〈 0. 001 ）. The psychological resilience was protective factor for academic achievement （β= 0. 199, P 〈 0.001） and mental health （/3 = - 0.282, P 〈 0.001）. The 95% CI of the two intermediate effects （＂ psychological resilience→ mental health→academic achievement＂ and ＂ psychological resilience→ academic achievement→mental health＂） were （0. 008 - 0. 017） and （ -0. 062 - -0. 025）, with 5.7% and 13.0% of total effect, respectively. Conclusion Mental health status and academic achievement are mutual influence. The effect of academic performance on mental health status is greater than that of mental health status on academic performance. Psychological resilience is an important protective factor of mental health and academic per
作者
徐寰宇
苏畅
徐莹
李雨辰
吉园依
马骁
周欢
杨洋
刘巧兰
Xu Huanyu;Su Chang;Xu Ying;Li Yuchen;Ji Yuanyi;Ma Xiao;Zhou Huan;Yang Yang;Liu Qiaolan(Department of Health and Social Behavior,Institute of West China School of Public Health,Sichuan University,Chengdu 610041,China)
出处
《卫生研究》
CAS
CSCD
北大核心
2018年第5期749-755,共7页
Journal of Hygiene Research
基金
国家自然科学基金(No.81472994
30972546)
四川省应用心理学研究中心重点项目(No.CSXL-141002)
四川大学中央高校基本科研业务费研究专项(No.skqy201212)
关键词
心理健康状态
学习成绩
心理弹性
非递归结构方程模型
mental health status
academic achievement
psychological resilience
non-recursive structural equation model
