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课程教学对大学新生心理健康素养的影响

孙斌 侯金波 刘陈陵

孙斌, 侯金波, 刘陈陵. 课程教学对大学新生心理健康素养的影响[J]. 中国学校卫生, 2021, 42(4): 587-592. doi: 10.16835/j.cnki.1000-9817.2021.04.025
引用本文: 孙斌, 侯金波, 刘陈陵. 课程教学对大学新生心理健康素养的影响[J]. 中国学校卫生, 2021, 42(4): 587-592. doi: 10.16835/j.cnki.1000-9817.2021.04.025
SUN Bin, HOU Jinbo, LIU Chenling. Effect of curriculum teaching on freshmen's mental health literacy[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(4): 587-592. doi: 10.16835/j.cnki.1000-9817.2021.04.025
Citation: SUN Bin, HOU Jinbo, LIU Chenling. Effect of curriculum teaching on freshmen's mental health literacy[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2021, 42(4): 587-592. doi: 10.16835/j.cnki.1000-9817.2021.04.025

课程教学对大学新生心理健康素养的影响

doi: 10.16835/j.cnki.1000-9817.2021.04.025
基金项目: 

湖北省教育厅人文社科研究专项任务 18Z405

大学生发展与创新教育研究中心科研开放基金资助项目 DXS20180018

湖北省高等教育教学改革项目 2017413

详细信息
    作者简介:

    孙斌(1995-),男,山东泰安人,在读硕士,主要研究方向为心理咨询与心理治疗、心理健康教育

    通讯作者:

    刘陈陵,E-mail:Liuchl@cug.edu.cn

  • 中图分类号: G 647.8 G 444 G 641

Effect of curriculum teaching on freshmen's mental health literacy

  • 摘要:   目的  了解大学新生的心理健康素养现状及其对心理健康的影响,为探查课程教学作为提高心理健康素养主渠道的有效性与可持续性提供参考。  方法  采用《国民心理健康素养问卷》和《中国大学生心理健康筛查量表》对武汉某高校2 878名新生进行调查,并将心理健康素养作为大学新生心理健康课程教学的评估指标,通过前测、后测及10个月后追踪探查课程干预效果。  结果  大学新生心理健康素养总体得分(40.12±6.57)高于全国平均水平(35.81±8.06);心理健康素养存在性别和城乡差异;无心理问题新生的心理健康素养总分高于有心理问题新生(F=28.25,P < 0.01)。课程教学显著提升了新生的心理健康素养,10个月后追踪发现效果依然显著(F=374.80,P < 0.01)。  结论  大学新生心理健康素养总体较好,心理健康教育课程提高了心理健康素养。
  • 表  1  不同组别新生心理健康素养得分比较(x±s)

    Table  1.   Comparison of mental health literacy scores of freshmen in different groups(x±s)

    组别 选项 人数 统计值 心理健康的知识和观念 心理疾病的知识和观念 维护和促进自己心理健康的态度习惯 应对自己心理疾病的态度和习惯 维护和促进他人心理健康的态度和习惯 应对他人心理疾病的态度和习惯 总分
    性别 1 808 7.85±1.11 13.98±2.55 18.92±2.58 28.31±3.81 22.07±2.93 38.50±4.46 39.91±6.73
    1 036 7.94±1.01 14.11±2.56 18.63±2.47 29.17±3.53 22.17±2.63 39.31±4.34 40.49±6.26
    t -2.17 -1.29 2.85 -6.05 -0.90 -4.73 -2.33
    P 0.03 0.20 0.00 < 0.01 0.38 < 0.01 0.02
    城乡 城镇 2 156 7.91±1.04 14.12±2.55 18.91±2.58 28.74±3.79 22.23±2.87 38.97±4.50 40.44±6.57
    乡村 686 7.78±1.17 13.71±2.52 18.50±2.41 28.26±3.53 21.72±2.65 38.24±4.16 39.12±6.46
    t 2.53 3.70 3.66 2.98 4.31 3.93 4.59
    P 0.01 < 0.01 < 0.01 0.00 < 0.01 < 0.01 < 0.01
    下载: 导出CSV

    表  2  不同心理健康状态新生心理健康素养得分比较(x±s)

    Table  2.   Comparison of mental health literacy scores of freshmen with different mental health levels(x±s)

    心理健康状态 人数 心理健康的知识和观念 心理疾病的知识和观念 维护和促进自己心理健康的态度习惯 应对自己心理疾病的态度和习惯 维护和促进他人心理健康的态度和习惯 应对他人心理疾病的态度和习惯 总分
    一级心理问题 236 7.85±1.18 14.31±2.79 17.91±2.91 27.18±3.88 22.27±3.14 39.22±4.91 39.37±7.12
    二级心理问题 305 7.76±1.20 13.94±2.64 18.16±2.52 27.11±3.88 21.46±3.05 37.87±4.68 38.44±6.99
    三级心理问题 600 7.84±1.02 13.90±2.55 18.35±2.51 27.89±3.43 21.62±2.79 38.04±4.27 38.69±6.48
    无心理问题 1 596 7.91±1.06 14.02±2.51 19.24±2.40 29.39±3.61 22.39±2.72 39.22±4.32 41.05±6.31
    F 2.04 1.55 40.44** 61.74** 16.97** 16.07** 28.25**
    注:**P < 0.01。
    下载: 导出CSV

    表  3  课程教学前后不同时间大学新生心理健康素养得分比较(x±s)

    Table  3.   Results of repeated measures ANOVA for mental health literacy(x±s)

    时间 人数 心理健康的知识和观念 心理疾病的知识和观念 维护和促进自己心理健康的态度习惯 应对自己心理疾病的态度和习惯 维护和促进他人心理健康的态度和习惯 应对他人心理疾病的态度和习惯 总分
    前测 1 383 7.90±1.02 13.97±2.51 18.85±2.48 28.58±3.62 22.12±2.76 38.81±4.29 40.15±6.26
    后测 1 383 8.20±0.86 15.91±2.10 19.72±2.55 30.43±3.90 22.56±2.94 40.34±4.69 44.73±6.20
    复测 1 383 7.71±1.45 14.06±2.99 19.30±2.46 29.25±3.78 21.73±2.90 39.32±4.65 40.75±8.09
    F 87.11 409.91 77.59 177.34 57.62 87.08 374.80
    注:P值均 < 0.01。
    下载: 导出CSV

    表  4  不同组别新生心理健康素养总分各测试时间比较(x±s)

    Table  4.   Trend of total score of mental health literacy(x±s)

    组别 选项 人数 前测 后测 再测 F P
    性别 885 39.92±6.45 44.23±6.42 40.09±8.45 283.17 < 0.01
    498 40.54±5.90 45.60±5.70 41.92±7.28 213.79 < 0.01
    城乡 城镇 1 004 40.49±6.23 45.15±6.18 41.26±7.93 357.40 < 0.01
    乡村 379 39.25±6.26 43.60±6.11 39.41±8.38 132.87 < 0.01
    下载: 导出CSV
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  • 收稿日期:  2021-01-19
  • 修回日期:  2021-02-10
  • 网络出版日期:  2021-04-16
  • 刊出日期:  2021-04-25

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