Background:This study aimed to investigate the relationship between parental educational expectations and adolescent mental health problems,with academic pressure as a moderating variable.Methods:This study was based ...Background:This study aimed to investigate the relationship between parental educational expectations and adolescent mental health problems,with academic pressure as a moderating variable.Methods:This study was based on the baseline data of the China Education Panel Survey,which was collected within one school year during 2013–2014.It included 19,958 samples from seventh and ninth graders,who ranged from 11 to 18 years old.After removing missing values and conducting relevant data processing,the effective sample size for analysis was 16344.The OLS(Ordinary Least Squares)multiple linear regression analysis was used to examine the relationship between parental educational expectations,academic pressure,and adolescents’mental health problems.In addition,we established an interaction term between parents’educational expectations and academic pressure to investigate the moderating effect of academic stress.Results:The study found that adolescents whose parents had high educational expectations reported less mental health problems.(β=−0.195;p<0.001).Additionally,adolescents who had high academic pressure reported more mental health problems.(β=0.649;p<0.001).Furthermore,the study found that academic pressure had a significant moderating effect on the relationship between parental educational expectations and adolescents’mental health problems(β=0.082;p<0.001).Conclusion:Parental educational expectations had a close relationship with adolescents’mental health problems,and academic pressure moderated this relationship.For those adolescents with high levels of academic pressure,the association between high parental educational expectations and mental health problems became stronger.On the contrary,for those adolescents with low levels of academic pressure,the association between high parental educational expectations and mental health problems became weaker.These findings shed new light on how parental educational expectations affected adolescent mental health problems and had significant implications for their healthy development.展开更多
Adolescent depression is a growing global health concern,affecting 14%of adolescents and leading to severe consequences such as academic failure,substance abuse,and suicidal ideation.The study by Yu et al,investigates...Adolescent depression is a growing global health concern,affecting 14%of adolescents and leading to severe consequences such as academic failure,substance abuse,and suicidal ideation.The study by Yu et al,investigates the cognitive and social factors influencing depression in 795 Chinese adolescents.Findings reveal that negative life events(NLEs)and dysfunctional attitudes are strongly associated with depressive symptoms,while social support moderates the impact of NLEs but not dysfunctional attitudes.The study highlights the need for cognitivebehavioural interventions targeting perfectionism and autonomy,and the importance of strengthening social support systems in schools and communities.Culturally sensitive,holistic approaches to adolescent mental health are crucial for addressing both the internal vulnerabilities and external pressures contributing to depression.Further research is needed to explore the roles of peer and parental support and the long-term effects of these factors across diverse cultural contexts.展开更多
This paper examines the growing issue of homework-related stress among students,focusing on the impact of academic demands,parental expectations,and social comparisons on students’mental health.While homework serves ...This paper examines the growing issue of homework-related stress among students,focusing on the impact of academic demands,parental expectations,and social comparisons on students’mental health.While homework serves as an important educational tool,its excessive volume and pressure can lead to psychological issues such as anxiety,depression,and burnout.Parental involvement,although beneficial,can heighten stress when coupled with unrealistic expectations.Additionally,social media exacerbates these pressures by promoting comparisons and idealized standards.The paper proposes a holistic approach,involving educators,parents,and students,to mitigate these stressors.Key strategies include assigning meaningful homework,fostering open communication,teaching time management skills,and encouraging a balance between academic success and mental well-being.By addressing homework-related stress,students can be supported in achieving both academic and personal success while maintaining their mental health.展开更多
为研究北京市科技工作者精神压力与心脏损伤的关系,以155名北京市科技工作者为研究对象,测量相关指标。结果表明,样本群体中心血管疾病占比20.6%,抑郁占比35.9%,焦虑占比24.8%,失眠占比38.8%。在应对精神压力应激时,科技工作者血压、心...为研究北京市科技工作者精神压力与心脏损伤的关系,以155名北京市科技工作者为研究对象,测量相关指标。结果表明,样本群体中心血管疾病占比20.6%,抑郁占比35.9%,焦虑占比24.8%,失眠占比38.8%。在应对精神压力应激时,科技工作者血压、心率均较静息时明显升高,心率变异性指标中SDNN(Standard deviation of NN intervals,RR间期标准差)下降、LF/HF(low frequency/high frequency,低高频比值)升高,反映样本群体在精神压力应激时心脏交感副交感神经失衡。通过远程心电监测,发现科技工作者在居家时存在异常心电活动,包括各类心律失常、心电图ST-T改变(ST为心室肌除极过程,T为心室肌复极过程)等。基于以上结果,建议定期给科技工作者提供心脏心理的检测,必要时提供远程的心电监测,及时发现科技工作者的心脏心理问题,对有必要进行干预的人员,及早提供干预措施,以保障科技工作者的心脏心理健康。展开更多
目的了解健康中国背景下新疆某大学医学生心理健康水平和压力源,并分析其影响因素。方法采用分层整群随机抽样法抽取2021年2~4月新疆维吾尔自治区某大学4421名医学生,采用症状自评量表(Symptom Check List 90,SCL-90)和当代大学生压力...目的了解健康中国背景下新疆某大学医学生心理健康水平和压力源,并分析其影响因素。方法采用分层整群随机抽样法抽取2021年2~4月新疆维吾尔自治区某大学4421名医学生,采用症状自评量表(Symptom Check List 90,SCL-90)和当代大学生压力源量表进行问卷调查。结果25.26%医学生存在不同程度SCL-90量表所列症状;SCL-90各因子分均低于全国部分地区大学生常模(P<0.05);SCL-90量表中躯体化、强迫症状、抑郁和恐怖因子得分女生显著高于男生(P<0.05);主要压力源为发展困扰型;疆外生源学生发展困扰型压力源得分高于疆内生源学生(P<0.05);女生压力高于男生,女生发展困扰型、个人管理型、消极事件型压力源得分均高于男生(P<0.05);Pearson相关性分析结果显示,医学生SCL-90得分与压力源得分呈显著正相关(P<0.05)。结论新疆维吾尔自治区某大学有25.26%医学生存在不同程度的心理健康问题,女生心理健康水平不如男生。心理健康水平和压力呈正相关,发展困扰型压力成为医学生主要压力源。不同特征医学生的心理健康水平与压力源存在一定的差异。展开更多
目的分析临床实习生实习期压力源特征及其与心理健康状况的相关性。方法选择安宁市第一人民医院2022年6-8月份实施岗前培训的实习生221人为研究对象,对所有实习生在实习期间以心理健康临床自评量表(Mental Health Clini⁃cal Self report...目的分析临床实习生实习期压力源特征及其与心理健康状况的相关性。方法选择安宁市第一人民医院2022年6-8月份实施岗前培训的实习生221人为研究对象,对所有实习生在实习期间以心理健康临床自评量表(Mental Health Clini⁃cal Self reporting Inventory,SCL-90)进行评估,收集实习生实习期压力源特征,并以Logistic多元分析影响其心理健康状况的相关性。结果本研究得出,临床实习生实习期压力平均分为(1.16±0.59)分,根据压力源平均按照由高至低的顺序为考试与就业、临床知识与技能、人际关系、面对患者的工作态度、临床医疗条件以及工作负荷量。针对不同生源的实习生压力源进行分析,发现,除临床医疗条件之外,其余项目总体差异不存在统计学意义(P>0.05);针对不同性别的实习生压力源进行分析,发现,在人际关系、临床知识与技能两方面对比无统计学意义(P>0.05)。排除人际关系与敌对、恐怖、知识与技能、精神病性能同敌对、偏执,工作负荷量与偏执无相关性,压力源各维度分值与躯体化、抑郁、强迫、焦虑、敌对、恐怖等因子的分值均具有显著相关性。结论医学院实习生在实习期多存在心理压力,不仅对其心理健康产生一定影响,也干扰了实习生在临床的工作与学习,建议从就业、心理、学业等方向对实习生给予指导,旨在帮助其减轻压力,培养实习生良好的心理素质。展开更多
基金the National Planning Office of Philosophy and Social Science,China (Grant Numbers 18ZDA133 & 23BSH105)ChinaAssociation of Higher Education (Grant Number 23LH0418).
文摘Background:This study aimed to investigate the relationship between parental educational expectations and adolescent mental health problems,with academic pressure as a moderating variable.Methods:This study was based on the baseline data of the China Education Panel Survey,which was collected within one school year during 2013–2014.It included 19,958 samples from seventh and ninth graders,who ranged from 11 to 18 years old.After removing missing values and conducting relevant data processing,the effective sample size for analysis was 16344.The OLS(Ordinary Least Squares)multiple linear regression analysis was used to examine the relationship between parental educational expectations,academic pressure,and adolescents’mental health problems.In addition,we established an interaction term between parents’educational expectations and academic pressure to investigate the moderating effect of academic stress.Results:The study found that adolescents whose parents had high educational expectations reported less mental health problems.(β=−0.195;p<0.001).Additionally,adolescents who had high academic pressure reported more mental health problems.(β=0.649;p<0.001).Furthermore,the study found that academic pressure had a significant moderating effect on the relationship between parental educational expectations and adolescents’mental health problems(β=0.082;p<0.001).Conclusion:Parental educational expectations had a close relationship with adolescents’mental health problems,and academic pressure moderated this relationship.For those adolescents with high levels of academic pressure,the association between high parental educational expectations and mental health problems became stronger.On the contrary,for those adolescents with low levels of academic pressure,the association between high parental educational expectations and mental health problems became weaker.These findings shed new light on how parental educational expectations affected adolescent mental health problems and had significant implications for their healthy development.
基金Supported by Basic Science Research Program Through the National Research Foundation of Korea(NRF)Funded by the Ministry of Education,No.NRF-RS-2023-00237287 and No.NRF-2021S1A5A8062526Local Government-University Cooperation-Based Regional Innovation Projects,No.2021RIS-003.
文摘Adolescent depression is a growing global health concern,affecting 14%of adolescents and leading to severe consequences such as academic failure,substance abuse,and suicidal ideation.The study by Yu et al,investigates the cognitive and social factors influencing depression in 795 Chinese adolescents.Findings reveal that negative life events(NLEs)and dysfunctional attitudes are strongly associated with depressive symptoms,while social support moderates the impact of NLEs but not dysfunctional attitudes.The study highlights the need for cognitivebehavioural interventions targeting perfectionism and autonomy,and the importance of strengthening social support systems in schools and communities.Culturally sensitive,holistic approaches to adolescent mental health are crucial for addressing both the internal vulnerabilities and external pressures contributing to depression.Further research is needed to explore the roles of peer and parental support and the long-term effects of these factors across diverse cultural contexts.
文摘This paper examines the growing issue of homework-related stress among students,focusing on the impact of academic demands,parental expectations,and social comparisons on students’mental health.While homework serves as an important educational tool,its excessive volume and pressure can lead to psychological issues such as anxiety,depression,and burnout.Parental involvement,although beneficial,can heighten stress when coupled with unrealistic expectations.Additionally,social media exacerbates these pressures by promoting comparisons and idealized standards.The paper proposes a holistic approach,involving educators,parents,and students,to mitigate these stressors.Key strategies include assigning meaningful homework,fostering open communication,teaching time management skills,and encouraging a balance between academic success and mental well-being.By addressing homework-related stress,students can be supported in achieving both academic and personal success while maintaining their mental health.
文摘为研究北京市科技工作者精神压力与心脏损伤的关系,以155名北京市科技工作者为研究对象,测量相关指标。结果表明,样本群体中心血管疾病占比20.6%,抑郁占比35.9%,焦虑占比24.8%,失眠占比38.8%。在应对精神压力应激时,科技工作者血压、心率均较静息时明显升高,心率变异性指标中SDNN(Standard deviation of NN intervals,RR间期标准差)下降、LF/HF(low frequency/high frequency,低高频比值)升高,反映样本群体在精神压力应激时心脏交感副交感神经失衡。通过远程心电监测,发现科技工作者在居家时存在异常心电活动,包括各类心律失常、心电图ST-T改变(ST为心室肌除极过程,T为心室肌复极过程)等。基于以上结果,建议定期给科技工作者提供心脏心理的检测,必要时提供远程的心电监测,及时发现科技工作者的心脏心理问题,对有必要进行干预的人员,及早提供干预措施,以保障科技工作者的心脏心理健康。
文摘目的了解健康中国背景下新疆某大学医学生心理健康水平和压力源,并分析其影响因素。方法采用分层整群随机抽样法抽取2021年2~4月新疆维吾尔自治区某大学4421名医学生,采用症状自评量表(Symptom Check List 90,SCL-90)和当代大学生压力源量表进行问卷调查。结果25.26%医学生存在不同程度SCL-90量表所列症状;SCL-90各因子分均低于全国部分地区大学生常模(P<0.05);SCL-90量表中躯体化、强迫症状、抑郁和恐怖因子得分女生显著高于男生(P<0.05);主要压力源为发展困扰型;疆外生源学生发展困扰型压力源得分高于疆内生源学生(P<0.05);女生压力高于男生,女生发展困扰型、个人管理型、消极事件型压力源得分均高于男生(P<0.05);Pearson相关性分析结果显示,医学生SCL-90得分与压力源得分呈显著正相关(P<0.05)。结论新疆维吾尔自治区某大学有25.26%医学生存在不同程度的心理健康问题,女生心理健康水平不如男生。心理健康水平和压力呈正相关,发展困扰型压力成为医学生主要压力源。不同特征医学生的心理健康水平与压力源存在一定的差异。
