达斡尔族留守学生生活满意度与心理健康的关系

Relationship between life satisfaction and mental health of Daur left-behind students

目的探讨达斡尔族留守学生生活满意度对心理健康的影响,为改善其心理健康状况提供参考。方法采用整群抽样的方法,抽取齐齐哈尔市富拉尔基区达斡尔族聚集地的五所中学(两所初中,三所高中)作为调查地区,进行不记名形式的问卷调查,运用SAS 9.2软件进行统计分析。结果留守学生家庭满意度(Z=-2.363,P=0.018)及生活满意度总得分(Z=-2.028,P=0.043)均低于非留守学生。留守学生躯体化(Z=2.992,P=0.003)、强迫症状(Z=2.009,P=0.045)、抑郁(Z=2.473,P=0.013)及心理健康总得分(Z=2.834,P=0.005)均高于非留守学生。留守学生生活满意度各维度及总得分与症状自评量表(symptom checklist 90, SCL-90)各因子及总得分均呈负相关(均有P<0.05)。多元线性回归分析模型显示,留守学生生活满意度中学校满意度(β=-1.619,t=-2.95,P=0.003)、环境满意度(β=-1.555,t=-2.23,P=0.026)两个维度对心理健康有负向作用。相对于初中学生,高中学生(β=-9.692,t=-2.39,P=0.017)对心理健康有负向作用。结论达斡尔族留守学生的生活满意度和心理健康亟待改观。生活满意度得分与心理健康得分呈负相关。因此,应采取积极措施以提高留守学生的生活满意度水平,进而改善心理健康状况。

Objective To explore the impact of life satisfaction of Daur left-behind students on their mental health and to provide a reference for improving their mental health. Methods The cluster sampling method was used to conduct an anonymous questionnaire survey among students from five middle schools(two junior high schools, three senior high schools) in the Daur gathering area of Fularji in Qiqihar. The SAS 9.2 software was used for statistical analysis. Results Left-behind students in family satisfaction(Z=-2.363, P=0.018) and life satisfaction total scores(Z=-2.028, P=0.043) were lower than non-left-behind students. Left-behind students in somatization(Z=2.992, P=0.003), obsessive-compulsive symptoms(Z=2.009, P=0.045), depression(Z=2.473, P=0.013) and mental health scores(Z=2.834, P=0.005) were higher than non-left-behind students. The scores of life satisfaction and dimensions in left-behind students were negatively correlated with SCL-90 factors and total scores(all P<0.05). Multivariable linear regression model showed that the dimension of school satisfaction(β=-1.619, t=-2.95, P=0.003) and environment satisfaction(β=-1.555, t=-2.23, P=0.026) had negative effects on mental health. Compared with students in junior high school, the students in senior high school(β=-9.692, t=-2.39, P=0.017) had a negative effect on mental health. Conclusions The life satisfaction and mental health of Daur left-behind students need to be improved. The scores of life satisfaction are negatively correlated with the scores of mental health. Therefore, positive measures should be taken to improve the level of life satisfaction of left-behind students, thereby improving their mental health.