重庆某库区县中学生生活满意度与应激性生活事件的关系

Relation between life satisfaction and stressful life events among middle school students in Three-Gorges area of Chongqing

目的探索重庆某库区县中学生生活满意度与应激性生活事件的关系,为提高中学生的生活满意度提供参考。方法采用多阶段整群随机抽样的方法,应用《多维学生生活满意度量表——中文版》(MSLSS-Chinese Version)和《中学生生活事件多维评定问卷》(MLERQ)对重庆某库区县3所乡镇中学共2 247名中学生进行调查。结果女生生活满意度的家庭维度得分(4.77±0.91)高于男生(4.66±0.99)(t=-2.765,P<0.05);高一学生的居住环境维度得分(4.05±0.58)高于初一学生(3.95±0.76)(t=-3.534,P<0.05);独生子女的朋友维度、居住环境维度得分(4.25±0.82,3.90±0.86)低于非独生子女(4.36±0.59,4.02±0.65)(t值分别为-2.071,-2.183,P值均<0.05);住校生的自我维度得分(4.39±0.78)低于非住校生(4.50±0.93),而居住环境维度得分(4.04±0.64)高于非住校生(3.91±0.75)(t值分别为-2.693,3.948,P值均<0.05)。男生生活应激事件的恋爱与性维度得分(0.67±0.67)高于女生(0.50±0.60)(t=6.133,P<0.05),其余各维度得分均低于女生(P值均<0.05);初一年级学生各维度得分均低于高一年级,除家庭维度外,其余各维度得分均有统计学意义(P值均<0.05);独生子女的同伴维度得分(0.99±0.82)低于非独生子女(1.15±0.81)(t=-2.914,P<0.05);住校生各维度得分均高于非住校生(P值均<0.05)。父母文化程度在生活满意度、生活应激事件部分维度上得分差异均有统计学意义(P值均<0.05)。生活满意度的家庭、朋友、自我维度与应激性生活事件各维度均呈负相关(r值分别为-0.099^-0.301,P值均<0.01)。家庭应激对中学生的生活满意度有负向影响作用(B=-0.145,t=-5.739,P<0.01)。结论减少家庭应激性生活事件的发生,提升学生应对应激事件的能力,可以提高中学生的生活满意度。

Objective To explore the relationship between life satisfaction and stressful life events among middle school students in Chongqing Three-Gorge area.Methods Totally 2 247 cases of middle school students were chosen from three middle schools by multistage cluster random sampling and were administered with Multidimensional Students＂ Life Satisfaction Scale, MSLSS-Chinese version and Multidimensional Life Events Rating Questionnaire for Middle School Students （ MLERQ）. Results Girls had higher family life satisfaction （ 4.77：1：0.91 ） than boys （ 4.66＋0.99 ）（ t = -2.765 ,P〈0.05） ; Senior grade one students had higher living environment dimension in life satisfaction （4.05＋0.58） than junior grade one students （ 3.95＋0.76） （t =-3.534,P〈 0.05 ） ; Students who were the only-child had lower life satisfaction in friends and living environment dimension （4.25＋0.82,3.904- 0.86） compared with students who were non-only child （ 4.36±0.59, 4.02±0.65 ） （t= -2.071 ,-2.183 ,P〈O.05 ） ; Boarding students had lower self life satisfaction （4.39±0.78 ） than day students （ 4.50±0.93） while their living environment satisfaction （4.04±0.64 ） were higher than the day students （3.91±0.75） （ t=-2.693,3.948,P〈0.05）. Boys had lower life stress than girls except love and sexual stress （ 0.67±0.67 ） was higher than girls （ 0.50±0.60） （ t = 6.133, P〈 0.05 ） ; Junior grade one students had tess life stress than senior grade one students except in family life stress（P〈0.05） ; Only-child reported lower peer stress （0.99＋0.82} than non- only child （ 1.15 ±0.81 ） （ t = - 2.914, P〈 0.05 ） ; Boarding students had higher life stress than day students （ P〈 0.05 ）. There were sig- nificant differences in the dimension of parents＂ culture in life satisfaction and life stress events（ P〈 0.05）. The family, friends, self dimension of life satisfaction were significantly negatively correlated with stressful life events （ r = -0.099 - 0.301, P〈0.01 ）. Family stress had negative effects on life satisfaction among middle school students（B =-0.745, t =-5.739 ,P〈0.01 ）. Conclusion Preventing the occurrence of family life events and enhancing the ability of coping with the stress events can improve life satisfaction of middle school students.