The present study aimed to examine the mediating effect of strengths use between character strengths and mental health in high school students. Totally 508 China high school students completed questionnaires measuring...The present study aimed to examine the mediating effect of strengths use between character strengths and mental health in high school students. Totally 508 China high school students completed questionnaires measuring character strengths, strengths use and mental health for middle school students＇ inventory. The correlations between character strength, strengths use and mental health were all significantly positive, 0.41 -0.65, P 〈 0.01. Character strengths significantly positively predicted mental health, and standard regression coefficient was 0.65, P 〈 0.01. Strengths use mediated partially the relationship between character strengths and mental health in high school students and the value of mediating effect was 11.3%. Strengths use played a moderated mediating role in the relationship between character strengths and mental health.展开更多
Objective: To explore the coping style of high school students and its relationship to mental health. Methods: Make a survey upon 320 students through coping style questionnaire and MSMH. Results: High school students...Objective: To explore the coping style of high school students and its relationship to mental health. Methods: Make a survey upon 320 students through coping style questionnaire and MSMH. Results: High school students often resort to problem solving and appeal to coping factors. No distinct gender difference is found in coping style. There are different degrees of correlation between coping style and mental health. Remarkable grade difference is shown in the factor of appealing in coping style and the three factors of compulsion, anxiety and mental imbalance in mental health. Conclusion: Relatively mature coping style has come into existence among high school students, but more guidance and assistance are in need in cultivating the coping style and improving the mental health.展开更多
Objective.To understand and analyze the mental health status of key Senior School Students at grade 3 in Haidian District of Bey ing and Senior Three Students in General Schools,so as to provide basis for mental healt...Objective.To understand and analyze the mental health status of key Senior School Students at grade 3 in Haidian District of Bey ing and Senior Three Students in General Schools,so as to provide basis for mental health education and psychological intervention.Methods.A total of 263 senior three students were randomly selected from a general school and two key school in Haidian District of Beijing.A questionnaire survey was conducted using the Mental Health Scale for Chinese Middle School Students(MSSMHS).Results.Of the 260 students surveyed,54.2%had mental health problems,36.5%had mild problems,8.8%had moderate problems,and 0.5%had slightly and deeply serious problems.The first three factors about examined rates of factors of mental health were anxiety,learning and interpersonal relationship.The detection rates accounted for 23.5%,23.1%and 18.8%respectively.There was no significant difference in the scores of each factor between key and ordinary middle school students(P>0.05).The scores of interpersonal,depression,anxiety and emotional factors of middle school girls were higher than those of boys,with statistical significance(P<0.05)?Conclusion.There are some mental health problems among senior students at grade 3 in Haidian District of Beijing,and female students9 are serious.Schools,families and societies should pay attention to this problem and strengthen mental health education with a focused goal.展开更多
School mental health education involves educators consciously,purposefully,and systematically influencing students’psychology using psychological educational methods and means based on the physical and mental develop...School mental health education involves educators consciously,purposefully,and systematically influencing students’psychology using psychological educational methods and means based on the physical and mental development characteristics of students.The objective is to enhance students’psychological quality,develop their potential,cultivate optimistic and positive psychological traits,and promote the holistic development of their personalities.School mental health education is an integral component of quality education,a crucial element in cultivating high-quality talents for the 21st century,and a symbol of modern schools.展开更多
目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and A...目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and Adolescent,MHS-CA)、特拉华欺凌受害量表(学生版)(Delaware Bullying Victimization Scale-Student,DBVS-S)、小学生学习压力问卷进行调查,采用回归分析考察变量之间的关系。结果:①单因素分析显示,男生的MHS-CA评分、学业压力评分高于女生,DBVS-S评分低于女生(P<0.01);城区学生的MHS-CA评分、学业压力评分高于农村,DBVS-S评分低于农村(P<0.001);独生子女的MHS-CA评分、学业压力评分高于非独生子女(P<0.001);汉族学生的学业压力评分高于少数民族,DBVS-S评分低于少数民族(P<0.001);贫困家庭学生的DBVS-S评分高于非贫困家庭,学业压力评分、MHS-CA评分低于非贫困家庭(P<0.001);双亲家庭学生的MHS-CA评分高于单亲或其他家庭,DBVS-S评分低于单亲或其他家庭(P<0.001);留守学生的DBVS-S评分高于非留守学生,MHS-CA评分低于非留守学生(P<0.001);不同年级学生的MHS-CA评分、DBVS-S评分、学业压力评分比较,差异有统计学意义(P<0.001)。②Pearson相关分析法显示,小学生心理健康与校园欺凌、学业压力呈负相关(P<0.05)。③多重线性回归分析发现,影响小学生心理健康状况的因素有家庭经济状况、家庭类型、校园欺凌、学业压力、是否为独生子女、有无留守经历(P<0.05)。结论:生源地为农村、单亲或其他家庭、家庭贫困、非独生子女、有留守经历的4~6年级儿童心理健康状况较差,且与校园欺凌、学业压力有关。展开更多
文摘The present study aimed to examine the mediating effect of strengths use between character strengths and mental health in high school students. Totally 508 China high school students completed questionnaires measuring character strengths, strengths use and mental health for middle school students＇ inventory. The correlations between character strength, strengths use and mental health were all significantly positive, 0.41 -0.65, P 〈 0.01. Character strengths significantly positively predicted mental health, and standard regression coefficient was 0.65, P 〈 0.01. Strengths use mediated partially the relationship between character strengths and mental health in high school students and the value of mediating effect was 11.3%. Strengths use played a moderated mediating role in the relationship between character strengths and mental health.
文摘Objective: To explore the coping style of high school students and its relationship to mental health. Methods: Make a survey upon 320 students through coping style questionnaire and MSMH. Results: High school students often resort to problem solving and appeal to coping factors. No distinct gender difference is found in coping style. There are different degrees of correlation between coping style and mental health. Remarkable grade difference is shown in the factor of appealing in coping style and the three factors of compulsion, anxiety and mental imbalance in mental health. Conclusion: Relatively mature coping style has come into existence among high school students, but more guidance and assistance are in need in cultivating the coping style and improving the mental health.
文摘Objective.To understand and analyze the mental health status of key Senior School Students at grade 3 in Haidian District of Bey ing and Senior Three Students in General Schools,so as to provide basis for mental health education and psychological intervention.Methods.A total of 263 senior three students were randomly selected from a general school and two key school in Haidian District of Beijing.A questionnaire survey was conducted using the Mental Health Scale for Chinese Middle School Students(MSSMHS).Results.Of the 260 students surveyed,54.2%had mental health problems,36.5%had mild problems,8.8%had moderate problems,and 0.5%had slightly and deeply serious problems.The first three factors about examined rates of factors of mental health were anxiety,learning and interpersonal relationship.The detection rates accounted for 23.5%,23.1%and 18.8%respectively.There was no significant difference in the scores of each factor between key and ordinary middle school students(P>0.05).The scores of interpersonal,depression,anxiety and emotional factors of middle school girls were higher than those of boys,with statistical significance(P<0.05)?Conclusion.There are some mental health problems among senior students at grade 3 in Haidian District of Beijing,and female students9 are serious.Schools,families and societies should pay attention to this problem and strengthen mental health education with a focused goal.
文摘School mental health education involves educators consciously,purposefully,and systematically influencing students’psychology using psychological educational methods and means based on the physical and mental development characteristics of students.The objective is to enhance students’psychological quality,develop their potential,cultivate optimistic and positive psychological traits,and promote the holistic development of their personalities.School mental health education is an integral component of quality education,a crucial element in cultivating high-quality talents for the 21st century,and a symbol of modern schools.
文摘目的:研究信阳市小学4~6年级儿童心理健康状况与校园欺凌、学业压力的关系,为改善儿童心理健康状况提供实证依据。方法:从信阳市抽取6所小学4~6年级儿童1736名为调查对象,采用儿童少年心理健康问卷(Mental Health Scale for Child and Adolescent,MHS-CA)、特拉华欺凌受害量表(学生版)(Delaware Bullying Victimization Scale-Student,DBVS-S)、小学生学习压力问卷进行调查,采用回归分析考察变量之间的关系。结果:①单因素分析显示,男生的MHS-CA评分、学业压力评分高于女生,DBVS-S评分低于女生(P<0.01);城区学生的MHS-CA评分、学业压力评分高于农村,DBVS-S评分低于农村(P<0.001);独生子女的MHS-CA评分、学业压力评分高于非独生子女(P<0.001);汉族学生的学业压力评分高于少数民族,DBVS-S评分低于少数民族(P<0.001);贫困家庭学生的DBVS-S评分高于非贫困家庭,学业压力评分、MHS-CA评分低于非贫困家庭(P<0.001);双亲家庭学生的MHS-CA评分高于单亲或其他家庭,DBVS-S评分低于单亲或其他家庭(P<0.001);留守学生的DBVS-S评分高于非留守学生,MHS-CA评分低于非留守学生(P<0.001);不同年级学生的MHS-CA评分、DBVS-S评分、学业压力评分比较,差异有统计学意义(P<0.001)。②Pearson相关分析法显示,小学生心理健康与校园欺凌、学业压力呈负相关(P<0.05)。③多重线性回归分析发现,影响小学生心理健康状况的因素有家庭经济状况、家庭类型、校园欺凌、学业压力、是否为独生子女、有无留守经历(P<0.05)。结论:生源地为农村、单亲或其他家庭、家庭贫困、非独生子女、有留守经历的4~6年级儿童心理健康状况较差,且与校园欺凌、学业压力有关。
