为了解我国高校教师心理健康水平的变迁状况，采用“横断历史研究”分析1978年至2014年间42项采用症状自评量表(SCL-90)的调查报告，考察20827名高校教师在该量表上的得分与年代的关系。结果显示：（1）高校教师SCL-90各因子的均值与年代呈显著相关（-0.27~0.28），年代可以解释9个因子3%至8%的变异，抑郁和偏执两个因子的得分随年代上升而下降，但躯体化和强迫两个因子随年代上升而上升，这表明我国高校教师的心理健康水平发展状况喜忧参半；（2）强迫、抑郁、焦虑、敌对和偏执5个因子的标准差与年代呈显著正相关（0.12~0.23），这表明不同高校教师的心理健康水平差异在逐年加大，具体表现为：高校教师心理健康水平在性别和学历上存在结构性差异，讲师是高校教师心理健康水平职称差异的分水岭。%The present study examined the changes of Chinese university teachers’ scores on the SCL-90 in the past years (1978—2014) by the transverse historical analysis, and 20 827 samples were included in the data. The analysis not only included the description of the nine factorial mean scores of the SCL-90 changing over time as a whole, but also included the changes of different groups separately. The results showed that (1) correlations between SCL-90 mean scores and year of data collection were significant (-0.27~0.28), and the year could explain 3%~8%of the total variation of the nine factorial mean scores. These results suggested that Chinese university teachers’ mental health have been mixed over time. (2) Correlations between the standard devi-ation of parts of SCL-90 scores and year of data collection were positive, suggesting that Chinese university teachers ’ mental health level was more diverse than before. Specifically, there were structural differences in gender and education on mental health of university teachers and the lecturer watershed their mental health.
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