西安地区中学数学教师个性特征、社会支持与心理健康状况

Personality,Social Support and Mental Health Status of Mathematics Teachers in Xi'an Area

目的:了解西安地区中学数学教师的个性特征、社会支持与心理健康状况。方法:整群抽样参加西安地区中学数学教师培训班的所有教师,采用症状自评量表(SCL-90)、流调用抑郁自评量表(CES-D),焦虑自评量表(SAS)、艾森克个性量表(EPQ)、社会支持量表(SSRC)和一般情况的问卷调查。结果:位于农村、城镇中学数学教师的SCL-90评分、抑郁、焦虑,N、P分显著高于城市中学数学教师的评分;普通中学数学教师的SCL-90评分、抑郁、焦虑、N、P分显著高于重点中学教师的评分。城市中学数学教师的社会支持利用度显著高于农村、城镇中学数学教师。重点中学数学教师的社会支持利用度高于普通中学数学教师。结论:西安地区位于城市、城镇、农村中学数学教师的个性特征、社会支持和心理健康状况存在差别。

Objective： To investigate the mental health status and related factors of middle School mathematics teachers under curriculum reformation in xi＇an area. Methods： Teachers were selected by cluster sampling as all the teachers participating in mathematics teaching training. Questionnaires including Symptom Check list-90 （SCL-90）, center for epidemiological studies depression scale（CES-D）, self-rating anxiety scale（SAS）, Eysenck personality questionnaire EPQ and social support rating scale （SSRS） were used. Results： Teachers from rural middle schools got higher scores of SCL-90, CES-D,SAS,N,P than those from urban middle schools. Teachers from non-key middle schools got higher scores of SCL-90, CES-D,SAS,N, P than those from key middle schools. Teachers from urban middle schools got significantly higher scores of utilization of social support than those from rural middle schools. Teachers from key middle schools got significantly higher scores of utilization of social support than those from non-key middle schools. Condusion： Mathematics teachers from rural and from urban areas have significantly difference scores of social support, mental health status and different personality.