武汉市小学生抑郁焦虑症状随访研究

谢新艳; 刘琦; 朱凯恒; 姜琦; 冯雅楠; 肖沛; 吴小纤; 向真; 徐林; 宋然然

doi:10.16835/j.cnki.1000-9817.2022.05.026

武汉市小学生抑郁焦虑症状随访研究

doi: 10.16835/j.cnki.1000-9817.2022.05.026

谢新艳¹,
刘琦¹,
朱凯恒¹,
姜琦¹,
冯雅楠¹,
肖沛¹,
吴小纤¹,
向真¹,
徐林^2, ,,
宋然然^1, ,

1.
华中科技大学同济医学院公共卫生学院儿少卫生与妇幼保健学系，湖北武汉 430030
2.
华中科技大学同济医学院附属小学

基金项目:

武汉市教育科学规划项目 2020ZX02

详细信息

作者简介:
谢新艳(1995-)，女，湖北荆州人，在读博士，主要研究方向为儿童心理发展与心理卫生

通讯作者:
徐林，E-mail：330604641@qq.com

宋然然，E-mail：songranran@hust.edu.cn

利益冲突声明 所有作者声明无利益冲突。
汤建军
中图分类号: G444 G627.8 B844.1
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- 被引次数: 0
出版历程
- 收稿日期: 2021-12-28
- 修回日期: 2022-02-20
- 网络出版日期: 2022-05-20
- 刊出日期: 2022-05-25

A follow-up study depressive and anxiety symptoms of children in Wuhan City, Hubei Province

1.
Department of Maternal and Child Health and MOE Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan (430030), China

摘要

摘要: 目的了解学龄期儿童的抑郁、焦虑症状变化趋势, 为儿童心理健康建设提供科学依据。方法采用整群抽样, 抽取武汉市硚口区某小学二至五年级学生, 分别于2020年6和12月进行问卷调查, 包括人口学信息、学生学习情况和抑郁、焦虑症状评价。结果共有963名学生完成两次调查。随访时小学生的抑郁、焦虑检出率(36.3%, 34.3%)与基线调查时(30.7%, 22.8%)相比显著升高(OR_抑郁=1.45, 95% CI=1.16~1.83;OR_焦虑=1.79, 95% CI=1.41~2.28, P值均 < 0.01)。父母为抗击新冠疫情一线人员对儿童抑郁、焦虑症状的影响均无统计学意义(P值均>0.05)。女生、学习效率变低、课堂上与老师互动较少对儿童抑郁或焦虑症状的影响有统计学意义(P值均 < 0.05)。结论小学生的心理健康状况需要持续关注, 应给予及时的心理保护, 预防心理问题的发生和进一步恶化。
- 抑郁 /
- 焦虑 /
- 精神卫生 /
- 情感症状 /
- 儿童
Abstract: Objective To investigate the progression of depressive and anxiety symptoms of children, especially whose parents were frontline workers in the combat of the coronavirus disease 2019(COVID-19), and to provide evidence for children's mental health promotion. Methods In June and December 2020, two surveys were conducted among the children in a primary school in Qiaokou District, Wuhan.The questionnaire included demographic information, student learning conditions, and depressive/anxiety symptoms. Results A total of 963 children completed both surveys.The detection rate of depressive and anxiety symptoms at follow-up was significantly higher than that at the baseline survey (depressive symptoms: OR=1.45, 95% CI=1.16-1.83;anxiety symptoms: OR=1.79, 95% CI=1.41-2.28, P < 0.01).There was no statistically significant change in depressive/anxiety symptoms among children whose parents were frontline workers compared with those whose parents were not (P>0.05).Girls, lower learning efficiency, and less interaction with teachers in class were risk factors for depressive or anxiety symptoms of children (P < 0.05). Conclusion Mental health status of children requires continuous attention.Moreover, timely psychological protection should be given to prevent the occurrence of psychological problems and the further deterioration of psychological problems.
- Depression /
- Anxiety /
- Mental health /
- Affective symptoms /
- Child
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

2) 汤建军

HTML全文

表 1 小学生基线与随访学习状况及心理状况基本特征比较

Table 1. The distribution of mental health and learning status of primary school students by time of survey

组别	人数	与上学期相比，本学期的学习效率			上课时与老师的互动		抑郁症状		焦虑症状
组别	人数	更高	差不多	更低	很多	偶尔或从不	是	否	是	否
基线	963	56(5.8)	368(38.2)	539(56.0)	466(48.4)	497(51.6)	296(30.7)	667(69.3)	220(22.8)	743(77.2)
随访	963	419(43.9)	427(44.7)	109(11.4)	409(42.7)	548(57.3)	349(36.3)	612(63.7)	327(34.3)	625(65.7)
Z/χ²值		-20.36			8.83		9.49		41.46
P值		< 0.01			< 0.01		< 0.01		< 0.01
注：()内数字为构成比/%；部分资料数据有缺失。

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表 2 小学生基线-随访抑郁、焦虑症状的影响因素分析(n=963)

Table 2. Association between demographic characteristics and depressive and anxiety symptoms of primary school students(n=963)

自变量	选项	抑郁症状		焦虑症状
自变量	选项	OR值(OR值95%CI	P值	OR值(OR值95%CI	P值
时间	基线	1.00		1.00
	随访	1.45(1.16~1.83)	< 0.01	1.79(1.41~2.28)	< 0.01
年龄		1.08(0.98~1.19)	0.11	1.09(0.99~1.20)	0.09
性别	男	1.00		1.00
	女	1.25(1.00~1.57)	0.05	1.45(1.15~1.84)	< 0.01
父亲为抗击疫情一线人员	是	1.00		1.00
	否	1.01(0.79~1.29)	0.96	0.99(0.76~1.30)	0.96
母亲为抗击疫情一线人员	是	1.00		1.00
	否	0.92(0.72~1.16)	0.48	1.14(0.89~1.45)	0.31
父亲文化程度	大学本科及以下	1.00		1.00
	研究生及以上	1.07(0.83~1.38)	0.59	0.81(0.63~1.06)	0.13
母亲文化程度	大学本科及以下	1.00		1.00
	研究生及以上	0.84(0.65~1.09)	0.18	1.11(0.85~1.45)	0.43
与上学期相比，本学期的学习效率	更高	1.00		1.00
	差不多	1.03(0.79~1.34)	0.84	0.81(0.62~1.07)	0.14
	更低	1.66(1.21~2.27)	< 0.01	1.26(0.91~1.73)	0.16
上课时与老师的互动	很多，主动回答老师问题	1.00		1.00
	偶尔或从不和老师互动	2.00(1.63~2.45)	< 0.01	1.95(1.56~2.43)	< 0.01

下载: 导出CSV

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