某医科大学学生适应性与心理社会因素相关性研究(1)
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【摘要】 目的 探讨医科在校大学生适应性及其相关因素,为高校开展大学生健康教育提供依据。方法 应用大学生适应性量表、总体幸福感量表、社会支持量表、特质应对方式量表等,对某医科大学2 035名在校大学生进行问卷调查,应用线性回归分析法分析大学生适应性与总体幸福感、应对方式、社会支持的相关性。结果 男生职业选择适应性维度得分高于女生,女生生活自理适应性和身心症状表现2个维度得分高于男生,差异均有统计学意义(P值均<0.05)。适应性各维度得分总体表现为二年级>三年级>一年级。大学生适应性各维度得分均与大学生总体幸福感、社会支持和积极应对方式得分呈正相关,与消极应对得分呈显著负相关(P值均<0.01)。总体幸福感、社会支持、消极应对方式、积极应对方式和年级与大学生适应性总分有显著统计学意义(P值均<0.01)。结论 大学生适应性受多种心理社会因素的影响,应针对各年级特点开展心理健康教育,加强其心理应对能力培养。
【关键词】 适应,心理学;社会支持;幸福;精神卫生;学生,医科
【中图分类号】 G 444 R 395.6 【文献标识码】 A 【文章编号】 1000-9817(2010)08-0943-03
Correlations Between Adaptability and Mental Factors Among Students in a Medical College Students/ZHAO Cun-xi*, DING Xu, ZHANG Chen, et al.* School of Public Health, Anhui Medical University, Hefei( 230032), China
【Abstract】 Objective To explore the relationship between adaptability of college students and therelated factors, and to provide evidence for developing health education. MethodsAdaptability Scale of College Students, General Well-Being Scale, Social Support Scale and Personal Scene-Trait Coping Style Scale were employed in the self-administered survey among 2 035 college students in one medical university. Correlation analysis was applied to research the relativity of the adaptability of college students and general well-being, coping style and social support, using linear regression to analyze the influence factors of the adaptability of college students. ResultsMale students had higher scores in career choice adaptability than female students, while lower scores in self-care adaptability and somatic-mental symptom(P<0.05). The scores of adaptability of the college students had the general tendency of grade 2 > grade 3 > grade 1. Adaptability was positively correlated with general well-being, social support and positive coping style, while negatively correlated with negative coping style (P<0.01). General well-being, social support, positive coping style, negative coping style and grade were main influencing factors of adaptability in undergraduate students(P<0.01). ConclusionIt suggests that strengthening education in mental health and upgrading individual tolerance to frustration should be focus for prevention and intervention programs on college campuses ......
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