Relationship between life satisfaction and mental health of Daur left-behind students
-
摘要:
目的 探讨达斡尔族留守学生生活满意度对心理健康的影响，为改善其心理健康状况提供参考。 方法 采用整群抽样的方法，抽取齐齐哈尔市富拉尔基区达斡尔族聚集地的五所中学(两所初中，三所高中)作为调查地区，进行不记名形式的问卷调查，运用SAS 9.2软件进行统计分析。 结果 留守学生家庭满意度(Z=-2.363, P=0.018)及生活满意度总得分(Z=-2.028, P=0.043)均低于非留守学生。留守学生躯体化(Z=2.992, P=0.003)、强迫症状(Z=2.009, P=0.045)、抑郁(Z=2.473, P=0.013)及心理健康总得分(Z=2.834, P=0.005)均高于非留守学生。留守学生生活满意度各维度及总得分与症状自评量表(symptom checklist 90, SCL-90)各因子及总得分均呈负相关(均有P < 0.05)。多元线性回归分析模型显示，留守学生生活满意度中学校满意度(β=-1.619, t=-2.95, P=0.003)、环境满意度(β=-1.555, t=-2.23, P=0.026)两个维度对心理健康有负向作用。相对于初中学生，高中学生(β=-9.692, t=-2.39, P=0.017)对心理健康有负向作用。 结论 达斡尔族留守学生的生活满意度和心理健康亟待改观。生活满意度得分与心理健康得分呈负相关。因此，应采取积极措施以提高留守学生的生活满意度水平，进而改善心理健康状况。 Abstract:Objective To explore the impact of life satisfaction of Daur left-behind students on their mental health and to provide a reference for improving their mental health. Methods The cluster sampling method was used to conduct an anonymous questionnaire survey among students from five middle schools (two junior high schools, three senior high schools) in the Daur gathering area of Fularji in Qiqihar. The SAS 9.2 software was used for statistical analysis. Results Left-behind students in family satisfaction (Z=-2.363, P=0.018) and life satisfaction total scores (Z=-2.028, P=0.043) were lower than non-left-behind students. Left-behind students in somatization (Z=2.992, P=0.003), obsessive-compulsive symptoms (Z=2.009, P=0.045), depression (Z=2.473, P=0.013) and mental health scores (Z=2.834, P=0.005) were higher than non-left-behind students. The scores of life satisfaction and dimensions in left-behind students were negatively correlated with SCL-90 factors and total scores (all P < 0.05). Multivariable linear regression model showed that the dimension of school satisfaction (β=-1.619, t=-2.95, P=0.003) and environment satisfaction (β=-1.555, t=-2.23, P=0.026) had negative effects on mental health. Compared with students in junior high school, the students in senior high school (β=-9.692, t=-2.39, P=0.017) had a negative effect on mental health. Conclusions The life satisfaction and mental health of Daur left-behind students need to be improved. The scores of life satisfaction are negatively correlated with the scores of mental health. Therefore, positive measures should be taken to improve the level of life satisfaction of left-behind students, thereby improving their mental health. -
Key words:
- Left-behind students /
- Life satisfaction /
- Mental health /
- Correlation analysis
-
表 1 研究对象基本特征[n(%)]
Table 1. The basic characteristics of the participants [n(%)]
变量 留守学生
(n=347)非留守学生
(n=456)合计
(N=803)性别 男 158(45.53) 195(42.76) 353(43.96) 女 189(54.47) 261(57.24) 450(56.04) 教育情况 初中 94(27.09) 195(42.76) 289(35.99) 高中 253(72.91) 261(57.24) 514(64.01) 父母回家间隔(月) < 1 68(19.60) 68(19.60) 1~ 91(26.22) 91(26.22) >6 188(54.18) 188(54.18) 
下载: 导出CSV
表 2 留守学生与非留守学生生活满意度得分比较[M(P25, P75)]
Table 2. Comparison of the score of life satisfaction between left-behind and non-left-behind students [M(P25, P75)]
项目 留守学生
(n=347)非留守学生
(n=456)Z值 P值 环境满意度 27(21.5, 31) 27(22, 32) -1.283 0.199 友谊满意度 37(32, 42) 38(32, 43) -1.419 0.156 家庭满意度 40(34, 44) 42(34, 46) -2.363 0.018 学校满意度 36(28, 40) 35(29, 40) -0.095 0.924 学业满意度 27(21, 33) 28(22, 34) -1.551 0.121 自由满意度 24(20, 29) 25(20, 30) -1.515 0.130 满意度总得分 189(163, 209.5) 195(163, 220) -2.028 0.043
下载: 导出CSV
表 3 留守学生与非留守学生心理健康得分比较[M(P25，P75)]
Table 3. Comparison of the score of mental health between left-behind and non-left-behind students [M(P25, P75)]
项目 留守学生
(n=347)非留守学生
(n=456)Z值 P值 躯体化 2(0, 7) 1(0, 4) 2.992 0.003 强迫 6(2, 12) 5(1, 10) 2.009 0.045 人际关系敏感 3(0, 8) 2(0, 8) 1.602 0.109 抑郁 4(0, 12) 3(0, 9) 2.473 0.013 焦虑 3(0, 10) 2(0, 8) 1.904 0.057 敌对 2(0, 7) 2(0, 6) 1.050 0.294 恐惧 2(0, 6) 1(0, 5) 1.116 0.265 偏执 2(0, 5) 1(0, 4) 0.993 0.321 精神病性 2(0, 7) 2(0, 7) 0.753 0.452 其他 3(0, 7) 2(0, 6) 1.896 0.058 心理健康总得分 34(10, 75) 25(7, 65) 2.834 0.005
下载: 导出CSV
表 4 留守学生心理健康的多元线性回归分析模型分析结果
Table 4. Multiple linear regression analysis of mental health in left-behind students
变量 β值 sx t值 P值 标准化β值 截距 10.921 2.994 8.40 < 0.001 学校满意度 -1.619 0.548 -2.95 0.003 -0.207 环境满意度 -1.555 0.697 -2.23 0.026 -0.157 教育情况(初中) -9.692 4.061 -2.39 0.017 -0.091
下载: 导出CSV
-
[1] 邵红红, 张璐, 冯喜珍.滑县卢氏县留守初中生生活满意度及其影响因素分析[J].中国学校卫生, 2016, 37(4):609-611. DOI: 10.16835/j.cnki.1000-9817.2016.04.040.Shao H, Zhang L, Feng XZ. Analysis on life satisfaction and its influencing factors of left-behind students in junior school from Hua and Lushi county[J]. Chin J Sch Health, 2016, 37(4):609-611. DOI: 10.16835/j.cnki.1000-9817.2016.04.040. [2] 冯喜珍, 张璐, 邵红红.初中留守儿童心理弹性与主观幸福感的关系[J].中国儿童保健杂志, 2016, 24(6):573-575. DOI: 10.11852/zgetbjzz2016-24-06-05.Feng XZ, Zhang L, Shao HH. Study of the relationship between resilience and subjective well-being of junior high school left-behind children[J]. Chin J Child Health Care, 2016, 24(6):573-575. DOI: 10.11852/zgetbjzz2016-24-06-05. [3] 杨静, 宋爽, 项紫霓, 等.流动和留守儿童生活事件和人际关系与利他亲社会行为的关系[J].中国心理卫生杂志, 2015, 29(11):833-837. DOI: 10.3969/j.issn.1000-6729.2015.11.006.Yang J, Song S, Xiang ZN, et al. Relationship of life events, significant personal relationships with altruistic prosocial behaviors of migrant and unattended children[J]. Chin Mental Health J, 2015, 29(11):833-837. DOI: 10.3969/j.issn.1000-6729.2015.11.006. [4] 姬成伟, 杨蓓, 郝佳佳, 等.应对方式与学校生活满意度对初二学生心理健康的影响[J].中国学校卫生, 2018, 39(12):116-121. DOI: 10.16835/j.cnki.1000-9817.2018.12.039.Ji CW, Yang B, Hao JJ, et al. Study on the influence of coping styles and life satisfaction on mental health of junior middle school students[J]. Chin J Sch Health, 2018, 39(12):116-121. DOI: 10.16835/j.cnki.1000-9817.2018.12.039. [5] Angarne-Lindberg T, Wadsby M. Fifteen years after parental divorce: mental health and experienced life-events[J]. Nord J Psychiatry, 2009, 63(1):32-43. DOI: 10.1080/08039480802098386. [6] 张兴贵, 何立国, 郑雪.青少年学生生活满意度的结构和量表编制[J].心理科学, 2004, 27(5):1257-1260. DOI: 10.16719/j.cnki.1671-6981.2004.05.068.Zhang XG, He LG, Zheng X. Study on the structure and scale of life satisfaction for youth students[J]. Psychological Science, 2004, 27(5):1257-1260. DOI: 10.16719/j.cnki.1671-6981.2004.05.068. [7] 沈潘艳, 赵志明.阿瓦山区佤族和汉族学生生活事件应对方式心理健康比较[J].中国学校卫生, 2012, 33(1):93-94. DOI: 10.16835/j.cnki.1000-9817.2012.01.040.Shen PY, Zhao ZM. The comparison of coping styles in life events and mental health between students from Wa and Han nationality in Awa Mountain[J]. Chin J Sch Health, 2012, 33(1):93-94. DOI: 10.16835/j.cnki.1000-9817.2012.01.040. [8] 朱旭豪, 林顺伟, 潘敏仪, 等.广东省清远市农村留守儿童伤害流行特征调查研究[J].中华疾病控制杂志, 2019, 23(3):294-298. DOI: 10.16462/j.cnki.zhjbkz.2019.03.010.Zhu XH, Lin SW, Pan MY, et al. Investigation on the epidemic characteristics of injuries among left-behind children in rural areas in Qingyuan city, Guangdong Province[J]. Chin J Dis Control Prev, 2019, 23(3):294-298. DOI: 10.16462/j.cnki.zhjbkz.2019.03.010. [9] 严虎, 陈晋东, 何玲, 等.农村留守儿童学校生活满意度、自尊与校园欺凌行为的关系[J].中国儿童保健杂志, 2019, 27(9):1002-1004. DOI: 10.11852/zgetbjzz2018-1158.Yan H, Chen JD, He L, et al. Study on the relationship among school life satisfaction, social anxiety, self-esteem and bullying behavior of rural left-behind children[J]. Chin J Child Health Care, 2019, 27(9):1002-1004. DOI: 10.11852/zgetbjzz2018-1158. [10] Daniel TLS, Liu TT. Life satisfaction in junior secondary school students in Hong Kong: a 3-year longitudinal study[J]. Soc Indic Res, 2013, 117(3):777-794. DOI: 10.1007/s11205-013-0398-4. [11] 王敏, 苗灵童, 赵慧莉.寄宿制中学生师生关系在压力性生活事件与心理健康间的调节作用[J].中国学校卫生, 2018, 39(7):1078-1080. DOI: 10.16835/j.cnki.1000-9817.2018.07.035.Wang M, Miao LT, Zhao HL. Moderating effect of teacher-student relationship between stressful life events and mental health on boarding school students[J]. Chin J Sch Health, 2018, 39(7):1078-1080. DOI: 10.16835/j.cnki.1000-9817.2018.07.035. -
