黔南民族地区有留守经历中职学生心理健康状况及影响因素分析

The impact of left-behind experience on psychological health of students in secondary vocational schools in Qiannan rural minority areas

目的调查贵州省黔南民族地区有留守经历中职学生的心理健康状况及影响因素,为提升有留守经历学生的心理健康水平提供理论依据。方法 2019年9—12月,采用多阶段整群随机抽样方法,在贵州省黔南民族地区3个市(县)中抽取4所中职学校,使用SCL-90量表调查有留守经历中职学生心理健康状况。结果黔南民族地区有留守经历中职学生心理健康问题阳性915人(57.44%);有留守经历与无留守经历学生心理健康情况在躯体不适感(χ^(2)=4.956,P=0.026)、人际关系敏感(χ^(2)=13.244,P<0.01)、恐怖(χ^(2)=5.078,P=0.024)、强迫(χ^(2)=8.032,P=0.005)、偏执(χ^(2)=6.890,P=0.009)等因子上差异有统计学意义。Logistic回归分析结果显示,女生(OR=1.57, 95%CI:1.26~1.96)、学业压力大(OR=2.22, 95%CI:1.54~3.20)、留守初始年龄<7岁(OR=1.38, 95%CI:1.07~1.76)、同辈看护(OR=2.61, 95%CI:1.55~4.39)是影响有留守经历中职学生心理健康的危险因素,同伴关系和睦(OR=0.30, 95%CI:0.14~0.67)、师生关系和睦(OR=0.60, 95%CI:0.38~0.97)是影响有留守经历中职学生心理健康的保护因素。结论贵州省黔南民族地区有留守经历中职学生心理健康问题阳性检出率相对较高,值得关注,尤其是女生、留守初始年龄<7岁及看护类型为同辈看护的中职学生是心理健康教育的重点人群。

Objective To discuss the impact of left-behind experience on psychological health of students in secondary vocational schools in Qiannan minority areas of Guizhou, and to provide evidence for the improvement of their mental health. Methods A total of 3 401 students were randomly selected from 4 secondary vocational schools in Qiannan minority areas of Guizhou using multistage cluster sampling method.SCL-90 was used to assess their mental health status. Results 57.44% of students with left-behind experience had psychological health problems.There were significant differences in somatization(χ^(2)=4.956,P=0.026),interpersonal sensitivity(χ^(2)=13.244, P<0.01), phobic-anxiety(χ^(2)=5.078, P=0.024), compulsion(χ^(2)=8.032, P=0.005), paranoia(χ^(2)=6.890, P=0.009) between students with left-behind experience and those without. Multivariate logistic regression analysis showed that female(OR=1.57, 95%CI: 1.26-1.96), high academic pressure(OR=2.22, 95%CI: 1.54-3.20), age of < 7 years by the time of left-behind(OR=1.38,95%CI:1.07-1.76) and taken care by peers(OR=2.61, 95%CI:1.55-4.39) were the major risk factors for mental health.While,harmonious peer-relationship(OR=0.30,95%CI:0.14-0.67),harmonious teacher and student relationship(OR=0.60,95%CI:0.38-0.97)were the major protective factors. Conclusions The left-behind experience has a negative impact on mental health of students in secondary vocational schools in Qiannan minority areas of Guizhou.Female students and students with younger left-behind age or taken care by peers are more likely to have psychological issues who need enhanced psychological health intervention.