大学生对高校心理健康工作满意度和心理资本与心理健康状况的关系

王翱航; 陈沛如; 张强

doi:10.16835/j.cnki.1000-9817.2025278

大学生对高校心理健康工作满意度和心理资本与心理健康状况的关系

doi: 10.16835/j.cnki.1000-9817.2025278

上海工程技术大学管理学院，上海 201620

基金项目:

2023年上海市教育科学研究项目 2023ZSD026

2023年上海青年工作研究课题项目 2023QYKTLX12-1

详细信息

作者简介:
王翱航(1992-)，男，河南平顶山人，硕士，讲师，主要研究方向为心理健康教育

通讯作者:
陈沛如，E-mail：chenpeirumail@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G478 B844.2
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出版历程
- 收稿日期: 2025-04-12
- 修回日期: 2025-07-28
- 网络出版日期: 2025-10-10
- 刊出日期: 2025-09-25

Relationship of college students' satisfaction with psychological health work in colleges and psychological capital with psychological health status

School of Management, Shanghai University of Engineering Science, Shanghai 201620, China

摘要

摘要: 目的探讨高校心理健康工作对大学生心理健康状况的影响机制，为优化高校心理健康服务体系及制定科学有效的心理资本干预策略提供参考依据。方法采用分层整群随机抽样方法，于2024年10—11月抽取上海市7所高校1 148名大学生，采用高校心理健康工作满意度调查问卷、心理资本量表、症状自评量表(SCL-90)进行问卷调查。采用Spearman相关分析、多因素Logistic回归分析、结构方程模型路径分析高校心理健康工作满意度和心理资本与大学生心理健康状况的关系。结果高校心理健康工作满意度、心理资本量表和SCL-90得分分别为[2.78(2.55，3.02)，3.08(2.85，3.32)，1.56(1.42，1.78)]分。Spearman相关性分析结果显示，高校心理健康工作满意度的4个维度(心理健康课程教学满意度、实践活动满意度、心理咨询服务满意度、危机干预与管理满意度)得分与大学生SCL-90得分均呈负相关(r值分别为-0.26，-0.31，-0.24，-0.21)；大学生心理资本4个维度(自信心、乐观性、韧性、希望)得分与SCL-90得分均呈负相关(r值分别为-0.29，-0.34，-0.28，-0.29)(P值均 < 0.05)。多因素Logistic回归分析结果显示，调整性别、年级、父母最高学历、专业类型、身体健康状况等混杂因素后，相较于对心理健康工作“很满意”的大学生，对心理健康工作“很不满意”和“不满意”的大学生心理健康状况较差的比例更高(OR值分别为2.15，1.68)；相较于心理资本水平较高的大学生，心理资本水平较低的大学生心理健康状况较差的比例更高(OR值分别为2.73，2.05)(P值均 < 0.05)。结构方程模型路径分析结果显示，高校心理健康工作满意度通过提升大学生心理资本间接降低其心理健康风险(β=0.12，P < 0.05)，中介效应占总效应的60%。结论高校心理健康工作满意度与大学生心理健康状况、心理资本均呈正相关，且心理资本作为中介桥梁，进一步放大并传递了高校心理健康工作满意度对大学生心理健康的积极影响。
- 精神卫生 /
- 问卷调查 /
- 回归分析 /
- 学生
Abstract: Objective To explore the impact mechanism of psychological health work in colleges on the psychological health status of college students, in order to provide a basis and practical guidance for optimizing the psychological health service system in colleges and formulating scientific and effective psychological capital intervention strategies. Methods Through stratified cluster random sampling, 1 148 colleges students were selected from 7 colleges in Shanghai from October to November 2024. A survey was conducted using the Satisfaction Questionnaire for Psychological Health Work in colleges, Psychological Capital Questionnaire (PCQ) and Symptom Checklist-90 (SCL-90). Spearman correlation analysis, multiple Logistic regression analysis and structural equation model pathway analysis were conducted to analyze the relationship of psychological health work in colleges and psychological capital with psychological health status of college students. Results The scores of satisfaction with college psychological health work, PCQ, and SCL-90 were [2.78(2.55, 3.02), 3.08(2.85, 3.32), 1.56(1.42, 1.78)]. Spearman correlation analysis results showed that the four dimensions scores of satisfaction with psychological health work in colleges (satisfaction with psychological health course teaching, satisfaction with practical activities, satisfaction with psychological counseling services and satisfaction with crisis intervention and management) were negatively correlated with SCL-90 score of college students (r=-0.26, -0.31, -0.24, -0.21); the four dimensions scores of psychological capital (self-confidence, optimism, resilience, and hope) of college students were negatively correlated with SCL-90 score (r=-0.29, -0.34, -0.28, -0.29) (all P < 0.05). The results of multiple Logistic regression analysis showed that after adjusting for confounding factors such as gender, grade level, parents' highest education level, major type, and physical health status, compared with college students who were "very satisfied" with their psychological health work, those who were "very dissatisfied" and "dissatisfied" with their psychological health work had a higher proportion of poor psychological health status (OR=2.15, 1.68); compared to college students with higher level of psychological capital, those with lower level of psychological capital had a higher proportion of poor psychological health status (OR=2.73, 2.05) (all P < 0.05). The results of structural equation modeling path analysis showed that the satisfaction of psychological health work in colleges indirectly reduced psychological health risks by increasing psychological capital among colleges (β=0.12, P < 0.05), with mediation effect accounting for 60% of the total effect. Conclusion The satisfaction with psychological health work in colleges is positively correlated with both psychological health status and psychological capital among college students; and psychological capital, as an intermediary bridge, further amplifies and transmits the positive impact of satisfaction with psychological health work in colleges on psychological health among college students.
- Mental health /
- Questionnaires /
- Regression analysis /
- Students
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图 1 大学生心理资本与心理健康状况关联的中介路径分析

注：图中数据为β值; ^*P < 0.05，^**P < 0.01。

Figure 1. Analysis of the mediating pathways on the associations between psychological capital and mental health status among college students

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表 1 不同组别大学生心理工作满意度和心理资本水平构成比分布

Table 1. Distribution of constituent ratios of psychological work satisfaction and psychological capital level among college students of different groups

组别	选项	人数	高校心理健康工作满意度					心理资本水平
组别	选项	人数	很不满意	不满意	一般	满意	很满意	较高	较低
性别	男	528	16(3.03)	41(7.77)	167(31.63)	241(45.64)	63(11.93)	224(42.42)	304(57.58)
	女	620	18(2.90)	51(8.23)	204(32.90)	278(44.84)	69(11.13)	250(40.32)	370(59.68)
年级	大一	286	9(3.15)	23(8.04)	93(32.52)	129(45.10)	32(11.19)	117(40.91)	169(59.09)
	大二	302	9(2.98)	23(7.62)	99(32.78)	136(45.03)	35(11.59)	124(41.06)	178(58.94)
	大三	290	10(3.45)	22(7.59)	94(32.41)	131(45.17)	33(11.38)	121(41.72)	169(58.28)
	大四	270	6(2.22)	24(8.89)	85(31.48)	123(45.56)	32(11.85)	112(41.48)	158(58.52)
合计		1 148	34(2.96)	92(8.01)	371(32.32)	519(45.21)	132(11.50)	474(41.29)	674(58.71)
注：()内数字为构成比/%。

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表 2 高校心理健康工作满意度、心理资本与大学生心理健康状况的Spearman相关分析(r值，n=1 148)

Table 2. Spearman correlation analysis of satisfaction with psychological health work in colleges and psychological capital with college students' psychological health status(r, n=1 148)

变量	心理健康课程教学	实践活动	心理咨询服务	危机干预与管理	自信性	乐观性	韧性	希望
实践活动	0.32^**
心理咨询服务	0.28^**	0.35^**
危机干预与管理	0.25^**	0.31^**	0.38^**
自信	0.18^**	0.22^**	0.15^**	0.12^*
乐观	0.24^**	0.27^**	0.18^**	0.14^**	0.46^**
韧性	0.16^**	0.19^**	0.13^*	0.16^*	0.38^**	0.44^**
希望	0.22^**	0.27^**	0.21^**	0.08^*	0.35^**	0.39^**	0.33^**
SCL-90得分	-0.26^**	-0.31^**	-0.24^**	-0.21^**	-0.29^**	-0.34^**	-0.28^**	-0.29^*
注：^P < 0.05，^*P < 0.01。

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表 3 高校心理健康工作满意度对大学生心理健康状况的多因素Logistic回归分析[OR值(95%CI)，n=1 148]

Table 3. Multivariate Logistic regression analysis of satisfaction with mental health work in colleges on the psychological health status of college students[OR(95%CI), n=1 148]

高校心理健康工作满意度	模型1	模型2	模型3
很满意	1.00	1.00	1.00
满意	1.12(0.85~1.48)	1.10(0.83~1.46)	1.08(0.81~1.44)
一般	1.35(0.98~1.86)	1.32(0.95~1.83)	1.30(0.93~1.81)
不满意	1.75(1.22~2.51)^**	1.70(1.18~2.45)^**	1.68(1.16~2.43)^**
很不满意	2.30(1.45~3.65)^**	2.25(1.41~3.59)^**	2.15(1.35~3.43)^**
注：^P < 0.05，^*P < 0.01。

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表 4 大学生心理资本对心理健康状况的多因素Logistic回归分析[OR值(95%CI)，n=1 148]

Table 4. Multivariate Logistic regression analysis of college students' psychological capital on their psychological health status[OR(95%CI), n=1 148]

心理资本	模型1	模型2	模型3
完全符合	1.00	1.00	1.00
较符合	1.25(0.95~1.65)	1.22(0.92~1.62)	1.20(0.90~1.60)
一般	1.95(1.40~2.72)^*	1.90(1.36~2.66)^*	1.85(1.32~2.60)^*
有点符合	2.12(1.85~2.43)^**	2.08(1.79~2.40)^**	2.05(1.74~2.41)^**
完全不符合	2.85(1.80~4.50)^**	2.80(1.76~4.45)^**	2.73(1.73~4.35)^**
注：^**P < 0.01。

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