理工科大学不同年级女大学生心理健康状况的比较

Comparison of mental health condition of female students in different grades of science and engineering university

目的:对不同年级女生的心理健康状况进行量化的比较分析,以确定心理健康教育的重点年级,提高心理健康教育的针对性。方法:于2006-02整群随机抽取四川理工学院800名女大学生为调查对象。采用症状自评量表测评心理健康水平,它共包含90个项目,包括躯体化、强迫症状、人际敏感、抑郁、焦虑、敌对、恐怖、偏执、精神病性及附加项10大类。每项按严重程度分为1～5级评分,即无、轻度、中度、相当重、严重。分数越高,心理健康水平越低。采取分专业、分年级的团体施测方式进行,由主试简单说明测验的目的和意义,让被试阅读完指导语后,对90个问题涉及的症状作出自评判断,全部参试者在规定的时间(30min)交卷。结果:发放问卷800份,回收有效问卷782份。其中一年级196名,二年级240名,三年级196名,四年级150名。①4个年级女大学生症状自评量表各因子得分比较:除敌对外,其他各因子差异都存在显著性。二、三年级女生各项因子得分相对较高(躯体化:1.33±0.43,1.66±0.57,1.55±0.43,1.44±0.32,F=5.204,P<0.01;强迫症状:1.93±0.59,2.10±0.61,1.98±0.59,1.85±0.50,F=3.114,P<0.05;人际敏感:1.81±0.63,1.94±0.63,1.90±0.60,1.68±0.64,F=3.156,P<0.05;抑郁:1.74±0.64,1.99±0.70,1.84±0.64,1.68±0.64,F=3.656,P<0.05;焦虑:1.52±0.55,1.74±0.60,1.65±0.58,1.58±0.44,F=2.993,P<0.001;敌对:1.47±0.52,1.83±0.62,1.80±0.62,1.74±0.52,F=7.909,P>0.05;恐怖:1.48±0.52,1.53±0.50,1.49±0.53,1.35±0.39,F=2.184,P<0.01;偏执:1.57±0.63,1.82±0.60,1.71±0.57,1.60±0.49,F=3.954,P<0.01;精神病性:1.47±0.49,1.68±0.55,1.64±0.61,1.47±0.37,F=4.740,P<0.01;附加项:1.56±0.47,1.80±0.54,1.71±0.59,1.61±0.52,F=4.185,P<0.01)。②一年级女生强迫、抑郁、恐怖、总均分大于全国青年常模,差异存在非常显著性(P<0.05～0.001)。二年级女生的各因子得分都大于全国青年常模,差异有极显著性(P<0.001)。三年级女生除人际敏感外其他各因子与全国常模比较差异均存在显著性(P<0.001)。四年级女生强迫、抑郁、焦虑、敌对、附加项、总均分大于全国青年常模,差异存在显著性(P<0.05～0.001)。结论:女大学生的心理健康水平较低,大二、三年级是女大学生心理健康教育的重点年级。

AIM： To compare the mental heahh condition of female students in different grades, so as to identify the key grade for mental health education and improve the point of mental health education. METHODS： With the cluster random sampled method, 800 female students from Sichuan University of Science and Engineering were selected in February 2006 as subjects. The symptoms checklist was adopted to investigate the mental health level of the subjects, which included 90 items such as somatization, obsession-compulsion, interpersonal sensitivity, depressions anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism and addition items. Each item was divided into 5 grades according to the severe degree： without, mild, moderate, severe and very severe： The higher the scores, the lower the mental health level. The investigation was performed by groups with different majors and grades.After the tester told the goal and significance of the test and the subjects read over the instruction, the subjects evaluated the symptoms involved in the 90 questions. All the questions were answered in 30 minutes. RESULTS： 800 questionnaires were sent out and 782 valid ones were retrieved, including 196 freshmen, 240 sophomores, 196 juniors and 150 seniors. ①Comparison of the scores of female students in 4 grades： Except hostility, there were significant differences in the scores of each item, in which the scores of the students in Grade 2 and 3 were higher （somatization： 1.33±0.43, 1.66±0.57, 1.55±0.43, 1.44±0.32, F=5.204, P 〈 0.01; obsession-compulsion： 1.93±0.59, 2.10±0.61, 1.98±0.59, 1.85±0.50, F=3.114, P 〈 0.05; interpersonal sensitivity： 1.81±0.63, 1.94±0.63, 1.90±0.60, 1.68±0.64, F=3.156, P 〈 0.05; depression： 1.74±0.64, 1.99 ±0.70, 1.84±0.64, 1.68±0.64, F=3.656, P 〈 0.05; anxiety： 1.52±0.55, 1.74±0.60, 1.65±0.58, 1.58±0.44, F=2.993, P 〈 0.001; hostility： 1.47±0.52, 1.83 ±0.62, 1.80±0.62, 1.74±0.52, F=7.909, P 〉 0.05; phobic anxiety： 1.48±0.52, 1.53±0.50, 1.49±0.53, 1.35±0.39, F=2.184, P 〈 0.01; paranoid ideation： 1.57±0.63, 1.82±0.60, 1.71±0.57, 1.60±0.49, F=3.954, P 〈 0.01; psychoticism： 1.47±0.49, 1.68±0.55, 1.64±0.61, 1.47±0.37, F=4.740, p 〈 0.01; addition items： 1.56±0.47, 1.80±0.54, 1.71±0.59, 1.61±0.52, F=4.185, P〈 0.01）. ②The scores of depression and phobic anxiety and the mean total scores of the freshmen were higher than national youth norm, and the differences were significant （P 〈 0.05-0.001）. The scores of each item of the sophomores were higher than the national norm, and the differences were very significant （P 〈 0.001）. There were significant differences in the scores of the items except interpersonal sensitivity between the juniors and the national norm （P 〈 0.001）. The scores of obsession-compulsion, depression, anxiety, hostility, addition item and total scores of the seniors were higher than the national norm, and the differences were significant （P 〈 0.05-0.001）. CONCLUSION： The mental health of the female students ranks a lower level; grade two and three are the key grades for mental health education.