摘要
目的了解贫困新生的心理健康状况及人格特征,为贫困生的心理健康教育提供依据。方法采用大学生人格问卷(UPI)和艾森克人格问卷(EPQ)对某师专185名贫困新生进行了调查,并与1648名非贫困新生进行比较。结果可能存在不同程度心理问题的贫困新生占49.19%,非贫困新生为44.54%,差异无统计学意义(P>0.05);不同性别贫困新生UPI总分及三类诊断、EPQ各因子得分上的差异均无统计学意义(P>0.05);贫困新生的心理问题主要表现在情绪与性格、神经衰弱与强迫症状以及人际交往上;贫困新生在"自己的过去与家庭是不幸的"和"爱操心"的选择率高于非贫困新生(P<0.05或P<0.01),贫困新生中男生在"父母期望过高"的选择率高于女生(P<0.05),而女生在"思想不集中"、"缺乏自信心"的选择率高于男生,差异均有统计学意义(P<0.05);贫困新生UPI总分与P因子、N因子T分存在正相关,有统计学意义(P<0.01)。结论贫困新生的心理健康状况及人格特征正常;在对贫困新生进行心理健康教育时,应充分考虑其家庭因素的影响,同时注重贫困新生的情绪调节、自我意识完善、人际交往训练及人格塑造。
Objective To support mental health education of the needy students with practical evidences by investigating mental health status and personality of needy freshmen. Method The investigation is carried out among 185 needy freshmen with the application of UPI and EPQ. Results 49.19% of needy freshmen possi- bly have mental problems, to different degree and the rate of the other freshmen is 44.54%, There are no significant differences（P〉0.05）. The mental problems of the needy freshmen lie in the emotion and personality, neurasthenia and obsessive-compulsion,as well as interpersonal communication. Needy Freshmen have a higher choosing rate of the UPI question No. 8, ＂be unfortunate＂, and No. 22, ＂be concerned＂. Male students＇ choosing rate on question No. 7, ＂be expected too high in family＂, is higher than the female students while the latter are higher on question No. 14 ＂be distracted easily＂, and No. 38,＂be diffident＂, which all bear obviously statistical significance. The total score of UPI of the needy freshmen has a positive correlation with T score of factor P and N, which is also statistically significant. Conclusion The mental health status and personality of the teacher＇s college needy freshmen are normal. Family factors should be considered when conducting mental health education. Meanwhile, emotion adjustment, self-conscious integrity, interpersonal communication training and personality shaping should also be laid emphasis on.
出处
《保健医学研究与实践》
2010年第1期52-55,共4页
Health Medicine Research and Practice
