某医学院校“留守经历大学生”心理健康现状研究

摘要

目的：了解该学校“留守经历大学生”的心理健康状况及留守经历对其身心健康的影响，进一步分析影响“留守经历大学生”心理健康的主要因素。方法采用分层整群抽样的方法抽取该校500名大学生，调查工具采用SCL-90量表，运用SPSS17．0、SAS8．1统计软件进行数据分析。结果该校“留守经历大学生”的情感与社会支持度较低；“留守经历大学生”SCL-90得分高于全国大学生平均水平，“留守经历大学生”心理问题检出率高于非”留守经历大学生”（人际关系敏感、强迫症状与“其他”3个因子最高），留守经历对大学生心理健康的作用有正向和负向两个方面；躯体化、焦虑、偏执、精神病性与“其他”这5个因子得分男生明显高于女生（P均小于0．05），不同生源地间没有差异，年级、是否独生子女个别因子间差异有统计学意义。结论留守经历是该校大学生心理健康的重要因素，针对不同人群的心理健康状况采取针对性的干预措施，为该校开展大学生心理健康教育的规划、决策提供依据，为未来的“留守儿童”培养与教育提出针对性的预防措施。%Objective To study the mental health of college students with left-behind experiences, to know the positive and negative influences of left-behind experiences on their mental and physical health, And, therefore, to analyze the influencing factors of mental health on College Students.Methods Through stratified cluster sampling method, we used questionnaire of SCL-90 to investigate 500 college students in one medical university and used SPSS17.0 and SAS8.1 software to analyze the da-ta.Results The emotional and social support degree of these students was low in this university.The SCL-90 score of college students with left-behind experiences was higher than that of the average national college students.The mental health problem rate of college students with left-behind experiences was higher than that of students without left-behind experiences ( with interperson-al sensitivity, obsessive compulsive symptoms and″other″the highest factors) .Left-behind experiences had positive and negative effects on mental health.The male students′scores of somatization, anxiety, paranoia, psychotic and″other″factors were higher than those of female students (P<0.05).There were no differences between area sources of students in SCL-90 score, grades and whether he is the one child were the significant factors on SCL-90 score.Conclusion Left-behind experiences were the sig-nificant factor in the mental health of college students.Different targeted interventions should be taken to improve the mental health status of different students to provide decision and plan basis for mental health education in this university, and to provide targeted interventions for culturing and education of ″left-behind children″in the future.