摘要
目的:了解大学生焦虑、抑郁现状,探讨教师偏见与大学生焦虑、抑郁的关系,为提升大学生心理健康素质提供参考依据。方法:采用教师偏见调查表、广泛性焦虑量表(GAD-7)、抑郁症筛查量表(PHQ-9),利用分层随机抽样的方法,对16200大学生进行问卷调查,并利用单因素F/t检验分析不同人口学特征大学生焦虑、抑郁的影响,根据多元逐步回归探讨教师偏见与大学生焦虑、抑郁的关系。结果:大学生焦虑得分为(13.34±6.52)分,大学生抑郁得分为(17.44±7.62)分,教师偏见得分为(15.74±8.69)。通过单因素检验发现,性别(t=2.541,P=0.011)、年龄(F=45.544,P<0.001)、年级(F=22.167,P<0.001)、户籍(t=-2.949,P=0.003)、宗教信仰(t=-7.138,P<0.001)、独生子女(t=3.909,P<0.001)、生活费用(F=16.477,P<0.001)、吸烟(F=159.020,P<0.001)、饮酒(F=134.659,P<0.001)、睡眠(F=369.161,P<0.001)在焦虑得分上差异有统计意义(P<0.05),年龄(F=46.083,P<0.001)、年级(F=40.225,P<0.001)、宗教信仰(t=-8.295,P<0.001)、生活费用(F=22.106,P<0.001)、吸烟(F=207.286,P<0.001)、饮酒(F=171.135,P<0.001)、睡眠(F=534.079,P<0.001)在抑郁得分上差异有统计意义(P<0.05)。此外,多元逐步回归结果发现,教师偏见对大学生焦虑状态呈正向影响(r=0.264,P<0.001),同时也与大学生抑郁成正向影响(r=0.242,P<0.001)。结论:大学生焦虑处于轻度焦虑水平,大学生抑郁处于轻度抑郁水平。此外,教师偏见能够直接影响大学生的焦虑、抑郁情绪,因此,可通过教师他律自律转化改善教师偏见,提升大学生心理健康素质。
Objective To understand the status of college students′anxiety and depression,explore the relationship among teach⁃ers′prejudice and college students′anxiety and depression,and provide a reference for improving college students′mental health.Methods 16200 college students were selected by stratified random sampling method,and surveyed with teacher bias questionnaire,generalized anxiety scale(GAD-7),and depression screening scale(PHQ-9).Single factor F/t-test was used to analyze the in⁃fluence of demographic characteristics on college students′anxiety and depression.The relationship among teacher bias and college students′anxiety and depression was explored using multiple stepwise regression.Results The anxiety score of college students was(13.34±6.52),the depression score of college students was(17.44±7.62),and the teacher prejudice score was(15.74±8.69).The results of single factor test showed that gender,age,grade,household registration,religious belief,only child or not,cost of living,smoking,drinking,and sleeping quality were significantly different in anxiety scores(P<0.05),while age,grade,religious belief,liv⁃ing cost,smoking,drinking,and sleeping quality were significantly different in depression scores(P<0.05).In addition,the results of multiple stepwise regression showed that teacher prejudice had a positive effect on both the anxiety state and depression of college students.Conclusion The anxiety and depression of college students were at moderate levels.In addition,teacher prejudice can direct⁃ly affect the anxiety and depression of college students.Therefore,teacher prejudice can be improved through the transformation from heteronomy to self-discipline,which can improve the mental health quality of college students.
作者
顾曼丽
姜茂敏
李志祥
张鸿来
Gu Manli(Kangda College of Nanjing Medical University,Lianyungang,P.R.China)
出处
《中国卫生事业管理》
北大核心
2023年第5期380-385,共6页
Chinese Health Service Management
基金
国家自然科学基金面上项目“基于多元主体权力不对称冲突分析的医养结合服务供需匹配研究”(72274023)
教育部人文社科项目“新发展阶段体育产业提升区域健康水平内生机制研究”(22YJA890037)
江苏省高校哲学社会科学思想政治工作专项课题(2022SJSZ0945)
南京医科大学康达学院2022年度思政教育专项课题
南京医科大学康达学院一流课程培育项目(KD2020YLKCHH002)
南京医科大学康达学院科研人才培养计划资助。
关键词
教师偏见
大学生
焦虑
抑郁
多元逐步回归
teacher prejudice
college students
anxiety
depression
multiple stepwise regression
