基于心理健康双因素模型的大学生心理危机相关因素分析

孙玉静; 尹斐; 王明亮; 姜文龙; 张静

doi:10.16835/j.cnki.1000-9817.2025137

基于心理健康双因素模型的大学生心理危机相关因素分析

doi: 10.16835/j.cnki.1000-9817.2025137

1.
哈尔滨医科大学(大庆)护理学院，黑龙江 163319
2.
大庆市第四中学
3.
大庆市第三医院二病区
4.
哈尔滨医科大学附属第四医院护理部

基金项目:

黑龙江省哲学社会科学研究规划基金项目 22EDC286

详细信息

作者简介:
孙玉静(1990-)，女，山东荣成人，硕士，副教授，主要研究方向为儿童青少年心理卫生

通讯作者:
张静，E-mail：hydsy150010@126.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 B844.2 G479
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- PDF下载量: 2
- 被引次数: 0
出版历程
- 收稿日期: 2025-03-04
- 修回日期: 2025-03-14
- 网络出版日期: 2025-07-04
- 刊出日期: 2025-06-25

Analysis of psychological crisis-related factors of college students based on the dual-factor model of mental health

1.
College of Nursing, Harbin Medical University(Daqing), Daqing (163319), Heilongjiang Province, China

摘要

摘要: 目的分析大学生心理危机现状及影响因素，为高校制订心理危机干预方案提供科学理论依据。方法 2024年9—12月，方便抽取黑龙江省某医学本科院校645名大学生，采用聚敛式混合分析设计，定量分析采用大学生心理危机筛查量表、情绪调节问卷、简式父母养育方式问卷、感知校园氛围量表进行调查，采用二元Logistic回归分析探究大学生心理危机的相关因素。采用目的抽样选择定量分析中存在心理危机的15名大学生进行定性研究，按照主题框架分析法对访谈资料进行整理与分析。结果调查的大学生中，92名(14.3%)存在心理危机。二元Logistic回归分析结果显示，积极教养方式(OR=0.97，95%CI=0.95~0.99)、消极教养方式(OR=1.01，95%CI=1.00~1.02)、认知重评(OR=0.88，95%CI=0.83~0.92)、表达抑制(OR=1.08，95%CI=1.02~1.15)、感知校园氛围(OR=0.97，95%CI=0.95~0.98)均是大学生心理危机的相关因素(P值均 < 0.05)。定性分析结果显示，大学生心理危机影响因素共包括情绪调节策略对心理状态的差异化影响、家庭对大学生心理状态的塑造、感知校园氛围对心理状态的双向作用3个主题。混合分析结果显示，大学生心理危机影响因素在情绪调节策略方面表现为一致性，在父母教养方式和感知校园氛围方面均表现为扩展性。结论学校及精神卫生服务部门可通过优化认知重评和减少表达抑制降低心理危机风险，强化积极家庭互动与阻断消极教养方式改善心理危机水平，构建支持性校园环境与缓解高压负荷维持大学生心理健康水平。
- 精神卫生 /
- 问卷调查 /
- 回归分析 /
- 学生
Abstract: Objective To analyze the current status and influencing factors of psychological crisis among college students, so as to provide a scientific basis for the formulation of psychological crisis intervention plans in colleges and universities. Methods From September to December 2024, 645 college students from a medical undergraduate university in Heilongjiang Province were selected with a convenience sampling method. A convergent mixed analysis design was used. Quantitative analysis was conducted using College Students' Psychological Crisis Screening Scale, Emotion Regulation Questionnaire, Short-Egna Minnen av Barndoms Uppfostran and Perceived School Climate Scale. Binary Logistic regression analysis was used to explore the related factors of psychological crisis among college students. Qualitative research was conducted on 15 college students with psychological crisis identified in the quantitative analysis by a purposive sampling method. The interview data were organized and analyzed using the thematic framework analysis method. Results Among the surveyed college students, 92 (14.3%) had psychological crisis. Binary Logistic regression analysis results showed that positive parenting style (OR=0.97, 95%CI=0.95-0.99), negative parenting style (OR=1.01, 95%CI=1.00-1.02), cognitive reappraisal (OR=0.88, 95%CI=0.83-0.92), expressive suppression (OR=1.08, 95%CI=1.02-1.15), and perceived campus atmosphere (OR=0.97, 95%CI=0.95-0.98) were all related factors of psychological crisis among college students (P < 0.05). The qualitative analysis results showed that there were three themes for the influencing factors of college students' psychological crisis, including differential impact of emotion regulation strategies on psychological state, shaping of psychological state of college students by family and bidirectional effect of perceived campus atmosphere on psychological state. Mixed analysis results showed that the influencing factors of college students' psychological crisis were consistent in terms of emotion regulation strategies, and were expansive in terms of parenting style and perceived campus atmosphere. Conclusion Schools and mental health service departments can reduce the risk of psychological crisis by optimizing cognitive reappraisal and reducing expressive suppression, improve the level of psychological crisis by strengthening positive family interaction and blocking negative parenting style, and maintain the mental health level of college students by building a supportive campus environment and alleviating high pressure.
- Mental health /
- Questionnaires /
- Regression analysis /
- Students
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表 1 不同组别大学生心理危机报告率比较

Table 1. Comparison of psychological crisis reporting rates among different groups of college students

组别	选项	人数	心理危机人数	χ²值	P值
性别	男	115	14(12.2)	0.50	0.48
	女	530	78(14.7)
年龄/岁	18~20	301	54(17.9)	6.24	0.01
	21~23	344	38(11.0)
年级	2024级	212	31(14.6)	0.08	0.96
	2023级	229	33(14.4)
	2022级	204	28(13.7)
专业	护理学	267	29(10.9)	6.22	0.10
	中药学	115	21(18.3)
	康复治疗学	147	27(18.4)
	医学检验技术	116	15(12.9)
注：( )内数字为报告率/%。

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表 2 大学生心理危机相关因素的二元Logistic回归分析(n=645)

Table 2. Binary Logistic regression of psychological crisis-related factors among college students(n=645)

常数项与自变量	β值	标准误	Wald χ²值	OR值(95%CI)	P值
常数项	3.09	1.75	3.14		0.08
积极教养方式	-0.03	0.01	9.43	0.97(0.95~0.99)	＜0.01
消极教养方式	0.01	0.01	5.09	1.01(1.00~1.02)	0.02
认知重评	-0.13	0.03	29.48	0.88(0.83~0.92)	＜0.01
表达抑制	0.08	0.03	6.90	1.08(1.02~1.15)	0.01
感知校园氛围	-0.03	0.01	17.02	0.97(0.95~0.98)	＜0.01
年龄	-0.05	0.07	0.41	0.96(0.83~1.10)	0.52
注：自变量中年龄赋值18~20岁=0，21~23岁=1；其余均为连续型变量。

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表 3 大学生心理危机相关因素的定量、定性及混合分析

Table 3. Quantitative, qualitative and mixed analysis of psychological crisis-related factors among college students

相关因素	定量结果	定性结果	结果推论
情绪调节策略(个人层面)	认知重评和表达抑制是心理危机的相关因素。	“认知重评的适应性调节功能”亚主题展示了心理危机的积极影响，“表达抑制的情绪累积风险”亚主题展示了心理危机的消极影响。	一致性：定量结果表明，认知重评及表达抑制是心理危机的相关因素；定性结果表明，认知重评可缓解负面情绪，表达抑制会增加心理危机的发生风险。
父母教养方式(家庭层面)	积极教养方式与消极教养方式是心理危机的相关因素。	“积极教养方式的赋能作用”和“有效家庭支持的资源属性”2个亚主题展示了心理危机的积极影响，“消极教养方式的潜在伤害”亚主题展示了心理危机的消极影响。	扩展性：定量结果表明，积极教养方式及消极教养方式是心理危机的相关因素。定性结果表明，积极教养方式对大学生心理状态具有积极影响，消极教养方式对大学生心理状态具有消极影响。定性研究扩展了家庭支持是大学生的核心外部资源，可帮助大学生应对心理危机。
感知校园氛围(学校层面)	感知校园氛围是心理危机的相关因素。	“感知支持性校园氛围的缓冲作用”亚主题展示了心理危机的积极影响，“感知高压性校园氛围的累积压力”亚主题展示了心理危机的消极影响。	扩展性：定量结果明确了感知校园氛围与心理危机的关系。定性研究明确了支持性的校园氛围可帮助应对心理危机。定性研究扩展了感知高压性的校园氛围，会使学生产生持续性心理负荷，增加心理危机发生风险。

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