Background: Assessment of healthcare students’ mental health problems is an important aspect of health promotion. This study examined the roles of moral intelligence (MI) and identity styles in prediction of mental h...Background: Assessment of healthcare students’ mental health problems is an important aspect of health promotion. This study examined the roles of moral intelligence (MI) and identity styles in prediction of mental health problems in healthcare students. Methods: In a correlation study, two hundred healthcare students (100 girls, 100 boys) of Medicine, Density, and Paramedicine Colleges of Bobol University of Medical Sciences were selected. The subjects filled out three questionnaires;General Health Questionnaire (GHQ-28), Moral Competency Inventory (MCI), and Identity Style Inventory (ISI), and General Health Questionnaire (GHQ-28). Pearson correlation, multivariate analysis variance model (MANOVA), and multivariate regression used to analyze the data. Results: Boys and girls did not have a meaningful difference in the mean of total GHQ, MCI, normative and informational identity. Girls had significantly higher mean level of diffused-avoidant identity than boys. There was a positive and significant relationship between moral intelligence, normative identity and mental health problems of students. Also, there was a negative relationship (p < 0.05) between diffused-avoidant identity and mental health problems of students. Moral intelligence, informational and normative identity predicted 25.8% of the variance in mental health problems for girls’ students. Normative and diffused-avoidant identity predicted 21.6% of the variance in mental health problems for girls’ students. Conclusions: This study demonstrated that moral intelligence and identity status contributed to the mental health problems of healthcare students. University administrators should adopt strategies that strengthen the moral intelligence and identity maturity associated with university students’ mental health.展开更多
In the 21st Century of the increasing living standards, the social demand for talents with various aspects of ability is becoming higher and higher. The families, study and society of generations after 70s and 80s pay...In the 21st Century of the increasing living standards, the social demand for talents with various aspects of ability is becoming higher and higher. The families, study and society of generations after 70s and 80s pay more attention to cultivating their own children＇s comprehensive development. Juvenile moral education is an important part of the contemporary juvenile education. Juvenile moral education is worthy of being paid attention to. On one hand, it is because the juvenile education is in the most basic and critical stage of the whole education stage, which is in the stage of the biggest influence of education development; on the other hand, it is because the young people are active and curious by nature, which will cause the difficulty of moral education to increase in the education process. Various countries and regions in the world have their own unique cultures and adjustments,and these different cultures affect the residents of different countries and regions with different living habits, ways of thinking and behaviors; thus forming different cultural differences. This paper, by taking the juvenile moral education between China and America as the research object, aims at analyzing the Chinese and Western cultural difference in juvenile moral education representation and transmission, aiming at from point to area,promoting the communication and development of juvenile moral education.展开更多
文摘Background: Assessment of healthcare students’ mental health problems is an important aspect of health promotion. This study examined the roles of moral intelligence (MI) and identity styles in prediction of mental health problems in healthcare students. Methods: In a correlation study, two hundred healthcare students (100 girls, 100 boys) of Medicine, Density, and Paramedicine Colleges of Bobol University of Medical Sciences were selected. The subjects filled out three questionnaires;General Health Questionnaire (GHQ-28), Moral Competency Inventory (MCI), and Identity Style Inventory (ISI), and General Health Questionnaire (GHQ-28). Pearson correlation, multivariate analysis variance model (MANOVA), and multivariate regression used to analyze the data. Results: Boys and girls did not have a meaningful difference in the mean of total GHQ, MCI, normative and informational identity. Girls had significantly higher mean level of diffused-avoidant identity than boys. There was a positive and significant relationship between moral intelligence, normative identity and mental health problems of students. Also, there was a negative relationship (p < 0.05) between diffused-avoidant identity and mental health problems of students. Moral intelligence, informational and normative identity predicted 25.8% of the variance in mental health problems for girls’ students. Normative and diffused-avoidant identity predicted 21.6% of the variance in mental health problems for girls’ students. Conclusions: This study demonstrated that moral intelligence and identity status contributed to the mental health problems of healthcare students. University administrators should adopt strategies that strengthen the moral intelligence and identity maturity associated with university students’ mental health.
文摘In the 21st Century of the increasing living standards, the social demand for talents with various aspects of ability is becoming higher and higher. The families, study and society of generations after 70s and 80s pay more attention to cultivating their own children＇s comprehensive development. Juvenile moral education is an important part of the contemporary juvenile education. Juvenile moral education is worthy of being paid attention to. On one hand, it is because the juvenile education is in the most basic and critical stage of the whole education stage, which is in the stage of the biggest influence of education development; on the other hand, it is because the young people are active and curious by nature, which will cause the difficulty of moral education to increase in the education process. Various countries and regions in the world have their own unique cultures and adjustments,and these different cultures affect the residents of different countries and regions with different living habits, ways of thinking and behaviors; thus forming different cultural differences. This paper, by taking the juvenile moral education between China and America as the research object, aims at analyzing the Chinese and Western cultural difference in juvenile moral education representation and transmission, aiming at from point to area,promoting the communication and development of juvenile moral education.
