医学新生儿童期心理虐待与创造力、认知偏差的调查分析

A Cross-sectional Study of Child Psychological Maltreatment,Creativity and Cognitive Bias in Hainan Medical Freshmen

目的:了解海南医学新生的儿童心理虐待状况;比较不同创造力、认知偏差类型的学生的儿童期心理虐待差异。方法:方便取样,采用儿童心理虐待量表、卡特尔多项人格量表-创造力、认知偏差问卷对365名自愿参与的海南省某医学院临床医学专业2014级新生进行测量,对数据进行t检验和方差分析。结果:男生的恐吓、贬损、干涉、纵容维度得分高于女生(t=2.38,2.17,2.40,2.72;P均<0.05);独生子女医学新生的忽视维度得分低于非独生子女者,而干涉维度得分高于后者(t=-3.82,2.17;P均<0.05);单亲家庭医学新生的忽视和贬损维度得分高于非单亲学生(t=2.80,3.24;P均<0.05)。不同创造力等级的医学新生在儿童心理虐待得分上的差异无统计学意义。不同认知偏差类型的医学新生在贬损、干涉维度得分上的差异均有统计学意义(F=10.92,13.54;P<均0.001)。结论:不同性别、是否独生、是否单亲的医学新生在儿童期遭受的心理虐待不一样;不同创造力的医学新生在儿童期遭受的心理虐待无差异;不同认知偏差类型的医学新生在童年期遭受的贬损和干涉高于其他类型者。

Objective：To study medical freshmen＇s child psychological maltreatment in Hainan province and compare the differences between different creativity and cognitive bias style.Methods：A convenient sample of 365 freshmen from a certain medical university in Hainan province were surveyed with the child psychological maltreatment Scale、16Personality Questionnaire-Creativity and Cognitive Bias Questionnaire.Results：T-test revealed that the scores of terrorizing,derogating,intervening and conniving in boys were higher than those of girls（t=2.38,2.17,2.40,2.72;all P〈0.05）;The students from the only child family had lower scores of ignoring than those from non-only child family,but there were different result in intervening（t=-3.82,2.17;all P〈0.05）;The students from single-parent families had higher scores of ignoring and derogating than those from two-parent families（t=2.80,3.24;all P〈0.05）.The results of ANOVA analysis indicated that students with different creativity had no significance in the scores of child psychological maltreatment;The differences among different cognitive bias types in scores of derogating and intervening were significant（F=10.92,13.54;all P〈0.001）.Conclusion：It suggests that＂boy＂,＂only child＂and ＂single-parent family＂are high risk factors for child psychological maltreatment.Students with different creativity have no significance in the experience of child psychological maltreatment.The more derogating and intervening the freshmen experience in childhood,the more cognitive biases they hold.