特殊教育师范生学习投入与心理健康的关系

Relationship between learning input and mental health of normal college students majoring in special education

目的了解特殊教育师范生学习投入与心理健康的关系,以期为其心理健康问题研究提供新的视角。方法 2019年11—12月,采用随机抽样法,在新疆两所本专科院校选择409名特殊教育专业大学生为调查对象,对其学习投入、心理健康关系进行调查。结果大学生学习投入总平均分为3.68±0.71,处于中等偏上水平;专科生学习投入总平均分为3.94±0.65,高于本科生3.47±0.69,学习投入总平均分及各维度差异有统计学意义(P<0.01);学习投入总平均分及各维度分与心理健康总平均分及各维度分相关系数在-0.03^-0.16之间(P<0.01)。结论特教专业大学生学习投入水平越高,心理健康状况越好,但学习投入超高学生心理健康应引起关注和重视。

Objective To understand the relationship between learning input and mental health of college students majoring in special education,so as to provide a new perspective for the study on college students’ mental health problems. Methods From November to December 2019,409 college students majoring in special education were selected from two colleges in Xinjiang by using random sampling method,to investigate the relationship between learning input and mental health. Results The total average score of learning input of college students was 3.68±0.71,which was in the upper middle level. The total average score of learning input of junior college students(3.94±0.65) was higher than that of undergraduate students(3.47±0.69),and there were statistically significant differences in total average score of learning input and scores of dimensions(P<0.01). The correlation coefficients between the total average score of learning input and each dimension score of special education college students and the total average score of mental health and each dimension score were-0.03--0.16(P <0.01). Conclusion The higher the level of learning input,the better the mental health of college students majoring in special education. However,mental health of students with excessive learning input should be paid attention to.