父母教育态度和方式对高考生心理健康的影响

Influences of parental educating attitudes and methods to the mental health states of the candidates for the CEE.

目的探讨父母教育态度和方式对高考生心理健康的影响。方法采用症状自评量表（SCL-90）于高考前4个月集体测试，结果按其教育态度与方式的不同进行比较；同时以半开放式问卷调查父母要求、态度、教育方式及其它可能影响考生心理健康的因素。结果①A组（教育态度及方式适当）总分、总均分、阳性症状均分以及人际关系、抑郁、焦虑、敌对、恐怖和偏执分低于B组（教育态度或／和方式不当）（P〈0．05～0．01）；A组躯体化、人际关系、恐怖及偏执的异常率低于B组（P〈0．05）；异常因子的人均数、异常因子达3个与5个以及阳性症状均分≥3分的考生A组少于B组（X^2=3．87—25．02）。②B1组（态度不当）和B2组（方式不当）的阳性症状均分和抑郁、偏执（B1组除外）分低于B3组（态度及方式均不当）（P〈0．05）。B1组的躯体化、抑郁、敌对和B2组的强迫、抑郁、敌对的异常率均低于B3组（X^2=4．05～6．57）；异常因子人均数及异常因子达4个的考生，B1组和B2组少于B3组（X^2=5．07～20．67），B1组异常因子人均数高于B2组（X^2=6．27）。结论父母教育态度和方式与高考生的心理健康呈显著正相关，父母教育态度或方式不当，考生的心理问题较多、痛苦水平高，心理健康状况差。

Objective To survey the influences of parental educating attitudes and methods to the mental health states of the candidates for the GEE （ College Entrance Examinations）. Method The author arranged a group-test among the candidates for GEE with a symptom self-evaluating measuring form （SCL -90） four months before the GEE. Arrange and study the results according to different educating attitudes and methods. Related information about possible factors, such as the demands,attitudes and educating methods were also collected through a semi-open examination. Results Group A （Parents had proper educating attitudes and methods） got lower marks in almost every item than Group B （Parents don＇t had either proper educating attitudes or proper methods） （P 〈 0. 05 ～ 0.01 ） ; Group A got lower abnormal rates in obsessivecompulsive, interpersonal sensitivity, hostility and phobia （P 〈 0. 05 ） ; More candidates in Group B got over 6 abnormal factors and 3 factors ,which were≥3 ,than candidates in Group A （X^2 = 3. 87 ～ 25.02）. The students in Group BI （without proper educating attitudes） and Group B2 （without proper educating methods） got lower marks at positive symptom, depression and being obsessive-compulsive （ excluding Group B1 ） than the students in Group B3 （ without either proper educating attitudes or methods） （P 〈0. 05）. The candidates in Group B1 had lower abnormal rates than Group B3 at inflexibility,depression, hospitality while Group 2 had lower abnormal rates than Group B3 at obsessive-compulsive, depression and hospitality （ X^2 = 5.07 ～ 20. 67）. The candidates in Group B1 had a much larger number of abnormal factors than Group B （ X^2 = 6.67）. Conclusions The mental health state of the candidates for the GEE is directly related to their parent＇ s educating attitudes and methods. If the parents don＇ t have proper educating attitude or methods, their sons or daughters may have more mental problems, therefore these students have poor mental health states.