江苏高校新生心理健康教育课程效果评价

张金健; 陈静静

doi:10.16835/j.cnki.1000-9817.2021.08.018

江苏高校新生心理健康教育课程效果评价

doi: 10.16835/j.cnki.1000-9817.2021.08.018

张金健¹,
陈静静^2, ,

1.
中国矿业大学大学生心理健康教育中心, 江苏徐州 221116
2.
上海师范大学教育学院

基金项目:

中国矿业大学2019年教学研究项目 2019YB56

全国教育科学“十三五”规划2019年度教育部重点项目 DHA190381

详细信息

作者简介:
张金健(1979-)，女，辽宁铁岭人，在读博士，副教授，主要研究方向为高校心理健康教育

通讯作者:
陈静静，E-mail：chenjingjing 201051@163.com

中图分类号: R179 G647.9 G444
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- 被引次数: 0
出版历程
- 收稿日期: 2021-01-04
- 修回日期: 2021-03-18
- 网络出版日期: 2021-08-20
- 刊出日期: 2021-08-25

Effectiveness of the mental health education courses for freshmen in Jiangsu colleges

ZHANG Jinjian¹,
CHEN Jingjing^{2
, ,}

1.
Mental Health Education Center for College Students, China University of Mining and Technology, Xuzhou(221116), Jiangsu Province, China

摘要

摘要: 目的了解江苏省高校新生心理健康状况，考察心理健康课程对提升大一新生心理健康水平的效果，为提高大一新生心理健康水平提供参考。方法 2019年3—4月选取江苏某高校3 358名大一新生开展心理健康课程，每周1次(每次2个学时)，连续8周，共16个学时(8个学时课堂讲授，8个学时体验式教学)。采用中国大学生心理健康筛查量表，在心理健康课程的前、中、后3个时间段进行3次问卷调查。结果课程前，共筛查出严重心理问题者186人，占总人数的5.54%；一般心理问题310人，占总人数的9.23%；潜在心理困扰579人，占总人数的17.23%；无心理困扰2 283人，占总人数的67.99%。在课程的前、中、后3个时间段，心理问题呈现下降趋势，时间主效应有统计学意义(P值均0.01)。实施心理健康课程后，严重心理问题的检出率(3.84%，129/3 358)低于课程前(5.54%，186/3 358)(χ²=10.82，P<0.01)。3个时间段，新生心理问题的发展轨迹分为2个类型，分别是“先升后降型”(26%)和“缓慢下降型”(74%)。方法心理健康课程对提高大一新生心理健康水平有积极作用，高校应重视心理健康课程建设，全面保障课程质量。
- 精神卫生 /
- 健康教育 /
- 方差分析 /
- 学生
Abstract: Objective To understand the overall mental health status of freshmen in colleges and universities in Jiangsu Province, to investigate the effectiveness of mental health courses in improving the mental health of freshmen, so as to provide a reference for improving the mental health of freshmen. Methods A total of 3 358 freshmen from a university in Jiangsu were selected from March to April 2019, mental health courses were held once(2 class hours each time) a week for 8 consecutive weeks, 16 class hours in total(8 class hours of classroom teaching, and 8 class hours of experiential teaching). All the participants were used the Chinese College Students Mental Health Scale to conduct a questionnaire survey followed up before, during and after the implementation of mental health courses. Results A total of 186 students with serious psychological problems were screened before the course, accounting for 5.54% of the total number, 310 students with general psychological problems, accounting for 9.23% of the total number, and 579 students with potential psychological distress, accounting for the total number 17.23% of the total number of people, 2 283 students without psychological distress, accounting for 67.99% of the total number. In the early, middle and late periods of the course, psychological problems showed a downward trend, and the main effect of time was significant(all P<0.01). After the implementation of the mental health course, the detection rate of serious psychological problems (3.84%, 129/3 358) was significantly lower than before the course(5.54%, 186/3 358)(χ²=10.82, P<0.01). In the early, middle and late periods of the course, the development trajectory of freshmen's psychological problems was divided into two types, namely "first ascending and then descending" (26%) and "slowly descending"(74%). Conclusion The mental health curriculum shows a positive effect on improving the mental health of freshmen. Colleges and universities should pay attention to the construction of mental health curriculum to fully guarantee the quality of the curriculum.
- Mental health /
- Health education /
- Analysis of variance /
- Students

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表 1 不同测试时间大一新生心理健康状况得分比较(x±s, n=3 358)

Table 1. Results of repeated measurement ANOVA on mental health status of freshmen(x±s, n=3 358)

时间	幻觉妄想症状	自杀意图	焦虑	抑郁	偏执	自卑	敏感	社交恐惧	躯体化	依赖	敌对冲击
T1	4.87±1.39	4.51±1.19	6.20±2.15	7.95±2.53	5.97±1.96	7.83±2.71	7.35±2.46	6.21±2.25	5.01±1.65	6.40±2.19	5.34±1.64
T2	4.71±1.35	4.42±1.31	5.85±2.13	7.68±2.71	5.67±1.97	7.59±2.77	6.63±2.45	5.94±2.25	5.00±1.69	6.14±2.20	5.29±1.70
T3	4.51±1.14	4.38±1.12	5.38±1.91	6.98±2.46	5.21±1.74	6.98±2.49	5.97±2.23	5.48±1.97	4.80±1.49	5.21±1.81	4.97±1.49
F值	86.18	12.96	190.92	185.96	185.47	135.84	429.74	145.49	23.31	278.36	70.73
P值	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01

时间	冲动	强迫	网络成瘾	自伤行为	进食问题	睡眠困扰	学校适应困难	人际关系困扰	学业压力	就业压力	恋爱困扰
T1	6.92±2.28	7.03±2.45	8.92±3.21	4.63±1.19	5.22±1.37	6.54±2.21	6.48±1.89	6.29±2.02	8.93±2.54	8.62±2.81	5.95±1.91
T2	6.31±2.18	6.42±2.40	8.78±3.52	4.62±1.30	5.18±1.41	6.48±2.48	5.95±1.95	6.06±2.05	8.25±2.73	8.55±3.19	5.80±1.93
T3	5.70±1.96	5.80±2.16	8.08±3.28	4.47±1.11	4.98±1.36	6.03±2.28	5.43±1.73	5.50±1.86	7.09±2.64	7.37±3.05	5.37±1.75
F值	386.65	339.92	89.28	21.95	39.11	67.01	327.58	204.57	603.84	262.85	114.89
P值	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01	< 0.01

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表 2 潜在类别分析模型适配摘要表

Table 2. Summary adaptation table of potential category analysis model

模型	K	Log(L)	AIC	aBIC	Entropy	LMR	BLRT	类别概率
C=2	12	-17 516.56	35 057.12	35 092.42	0.82	0.00	< 0.01	0.26/0.74
C=3	15	-17 392.65	34 815.30	34 859.43	0.82	0.23	< 0.01	0.13/0.25/0.62
C=4	18	-17 273.82	34 583.64	34 636.59	0.87	0.70	< 0.01	0.25/0.16/0.58/0.01
C=5	21	-17 219.65	34 481.31	34 543.09	0.85	0.08	.01	0.01/0.25/0.15/0.03/0.56
注： K为自由估计的参数数目；Log(L)为Log likelihood检验；AIC为Akaike信息准则；aBIC为调整的BIC；Entropy为熵值；LMR为似然比检验；BLRT为基于Bootstrap的似然比检验；C为潜在类别数量。

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