性心理健康视角下对青春期学生系统开展性教育的实效性

曹云飞; 陈容; 郑璐璐; 张宇; 苟萍

doi:10.16835/j.cnki.1000-9817.2021.11.033

性心理健康视角下对青春期学生系统开展性教育的实效性

doi: 10.16835/j.cnki.1000-9817.2021.11.033

曹云飞¹,
陈容²,
郑璐璐¹,
张宇¹,
苟萍^1, ,

1.
成都大学师范学院，四川 610106
2.
成都航空职业技术学院心理健康辅导中心

基金项目:

统筹城乡教育发展研究中心资助项目 TCCXJY-2019-B13

四川性社会学与性教育研究中心资助项目 SXJYB1901

详细信息

作者简介:
曹云飞(1987-)，男，四川成都人，硕士，实验师，主要研究方向为社会认知与情感神经科学

通讯作者:
苟萍，E-mail：goupsycho@qq.com

中图分类号: G478 G444 B844.2
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- 被引次数: 0
出版历程
- 收稿日期: 2021-02-19
- 修回日期: 2021-05-26
- 网络出版日期: 2021-12-01
- 刊出日期: 2021-11-25

Effectiveness of systematic sex education for adolescent students from the perspective of sexual mental health

1.
School of Teacher Education, Chengdu University, Chengdu(610106), China

摘要

摘要: 目的比较从性认知、性价值观以及性适应等方面对青春期学生系统开展性教育的具体作用，为在中学开展全面性教育提供实践支持。方法采取整群抽样的方法，抽取四川省6所普通中学及职业中学的3 369名初中及高中学生，分为系统开展性教育的学校以及非系统开展性教育学校，采用青春期性心理健康量表进行调查研究。结果接受系统教育的青春期学生与非系统性教育学生的性认知(7.54±1.41，7.20±1.66)、性价值观(7.60±1.17，7.30±1.24)、性适应(11.49±1.29，11.10±1.41)差异均有统计学意义(t值分别为5.95，6.80，7.57，P值均 < 0.01)。在初中阶段接受过系统性教育的学生在性认知、性价值观和性适应方面均高于接受非系统性教育的学生(P值均 < 0.01)。但在高中阶段，系统性教育的差异仅仅表现在性价值观总分、性观念、性控制力以及性适应中的自身适应等方面(P值均 < 0.01)。而接受系统性教育和非系统性教育的男女生在性认知、性价值观和性适应等方面差异均有统计学意义(P值< 0.01)。结论相比非系统地开展学校性教育，系统的性教育更有利于青春期学生的性心理健康。
- 性 /
- 精神卫生 /
- 青春期 /
- 性教育 /
- 学生
Abstract: Objective To conduct a comparative study on the specific effects of systematic sex education on adolescent students in terms of sexual cognition, sexual values, and sexual adaptation, and to provide the support for conducting a comprehensive education in middle schools. Methods A whole-group sampling method was used to select 3 369 middle and high school students from six general and vocational middle schools in Sichuan Province, which were divided into systematic sex education schools and non-systematic sex education schools, and a comparative study was conducted using the Adolescent Mental Health Scale. Results The results showed that the adolescent students who received systematic sex education were significantly different from those who did not receive systematic sex education in terms of sex-related cognition (7.18±6.24, 5.65±7.40), sexual values(7.60±1.17, 7.30±1.24), and sexual adjustment (11.49±1.29, 11.10±1.41). All differed significantly (t=5.95, 6.80, 7.57, P < 0.01). The students who received systematic education in junior middle school were higher than those who received non-systematic education in sex-related cognition, sexual values and sexual adaptation (P < 0.01). However, in senior high school, the differences in systematic education are only shown in sexual values control and self-adaptation in sexual adjustment (P < 0.01). There were significant differences in sex-related cognition, sexual values and sexual adjustment between male and female students who received systematic education and non-systematic education (P < 0.01). Conclusion Systematic sex education is more beneficial to the psychosexual health of adolescent students than non-systematic sex education in schools.
- Sex /
- Mental health /
- Puberty /
- Sex education /
- Students

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表 1 不同学段是否系统开展性教育学生性心理健康水平比较(x±s)

Table 1. Comparision fo the level of students' psychosexual health with or without systematic sex education at different levels(x±s)

学段	组别	人数	统计值	性认知			性价值观			性适应
学段	组别	人数	统计值	生理认知	性知识认知	总分	性观念	性态度	总分	社会适应	性控制力	自身适应	总分
初中	非系统性教育	830		3.77±0.87	3.23±1.01	7.00±1.73	3.45±0.88	3.72±0.82	7.17±1.24	3.43±0.73	3.46±0.50	4.03±0.81	10.93±1.44
	系统性教育	1 325		4.04±0.70	3.53±0.90	7.57±1.45	3.58±0.80	3.92±0.75	7.49±1.13	3.69±0.68	3.58±0.46	4.33±0.65	11.59±1.33
			t值	-7.44	-6.89	-7.68	-3.33	-5.50	-6.14	-8.17	-5.70	-8.72	-10.20
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01
高中	非系统性教育	417		4.00±0.73	3.60±0.81	7.59±1.44	3.73±0.80	3.83±0.78	7.57±1.19	3.56±0.64	3.53±0.47	4.32±0.70	11.43±1.29
	系统性教育	797		3.98±0.64	3.53±0.81	7.50±1.33	3.90±0.75	3.86±0.79	7.77±1.22	3.56±0.57	3.54±0.48	4.21±0.62	11.31±1.19
			t值	0.58	1.47	1.12	-3.67	-0.57	-2.77	0.21	-0.46	2.78	1.53
			P值	0.56	0.14	0.26	＜0.01	0.57	＜0.01	0.83	0.65	＜0.01	0.13
合计	非系统性教育	1 247		3.85±0.83	3.35±0.97	7.20±1.66	3.55±0.86	3.76±0.81	7.30±1.24	3.48±0.70	3.48±0.49	4.13±0.78	11.10±1.41
	系统性教育	2 122		4.02±0.68	3.53±0.87	7.54±1.41	3.70±0.80	3.90±0.80	7.60±1.17	3.64±0.64	3.56±0.47	4.28±0.64	11.49±1.29
			t值	-5.96	-5.22	-5.95	-5.06	-4.85	-6.80	-6.55	-4.90	-5.77	-7.57
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.05	＜0.01	＜0.01

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表 2 不同性别学生是否接受系统性教育对性心理健康影响比较(x±s)

Table 2. Comparison of the effects of systematic education on sexual mental health among students of different genders(x±s)

性别	组别	人数	统计值	性认知			性价值观			性适应
性别	组别	人数	统计值	生理认知	性知识认知	总分	性观念	性态度	总分	社会适应	性控制力	自身适应	总分
男	非系统性教育	546		3.90±0.91	3.41±1.03	7.30±1.80	3.56±0.84	3.62±0.89	7.19±1.32	3.55±0.76	3.42±0.56	4.27±0.79	11.26±1.51
	系统性教育	1 005		4.07±0.72	3.59±0.89	7.66±1.45	3.73±0.81	3.76±0.82	7.50±1.24	3.70±0.67	3.55±0.52	4.45±0.58	11.70±1.32
			t值	-3.82	-3.39	-3.91	-3.91	-2.94	-4.53	-3.69	-4.26	-4.60	-5.52
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01
女	非系统性教育	701		3.81±0.77	3.31±0.91	7.12±1.54	3.53±0.88	3.87±0.71	7.40±1.16	3.42±0.65	3.52±0.42	4.02±0.76	10.97±1.32
	系统性教育	1 117		3.96±0.64	3.47±0.84	7.43±1.36	3.67±0.78	4.02±0.69	7.69±1.10	3.59±0.62	3.58±0.41	4.14±0.66	11.29±1.23
			t值	-4.43	-3.83	-4.31	-3.35	-4.45	-5.31	-5.50	-2.75	-3.25	-5.08
			P值	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	>0.01	＜0.01	＜0.01

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