PDF(Pubmed)
Abstract：
Mental health literacy is vital for well-being in educational settings, extending beyond academics to include social and emotional development. It empowers individuals, allowing them to recognize and address their mental health needs and provide essential support to their peers. Despite the acknowledged importance of modifiable factors, there is a noticeable research gap in those amenable to change through educational interventions. Thus, this systematic review aims to identify potentially modifiable predictors of mental health literacy in the educational context. A systematic search was conducted for quantitative studies published between 2019 and October 2023 using several databases following PRISMA guidelines. Studies needed to focus on potentially modifiable predictors of mental health literacy in the educational context. Study quality was assessed using the Appraisal tool for Cross-Sectional Studies (AXIS tool). In total, 3747 titles and abstracts were screened, 60 articles were assessed in full-text screening, and 21 were included in the review. Significant correlations between mental health literacy and modifiable predictors, including stigma toward professional help, self-efficacy, attitudes toward help-seeking, social support, positive psychological states, receiving mental health training, and psychological distress, were identified. By addressing these factors, educational institutions can cultivate community\'s adept in mental health, fostering an environment marked by empathy, understanding, and proactive engagement in addressing mental health issues. The implications serve as a foundation for future research, policy development, and implementing of practical strategies to enhance mental health literacy in diverse educational settings.
摘要：
心理健康素养对于教育环境中的福祉至关重要，超越学术，包括社会和情感发展。它赋予个人权力，允许他们认识和解决他们的心理健康需求，并为同龄人提供必要的支持。尽管公认的可改变因素的重要性，在那些可以通过教育干预来改变的人中，存在着明显的研究差距。因此，本系统综述旨在确定教育背景下心理健康素养的潜在可改变预测因子.根据PRISMA指南，使用多个数据库对2019年至2023年10月之间发表的定量研究进行了系统搜索。研究需要关注教育背景下心理健康素养的潜在可修改预测因素。使用横断面研究评估工具（AXIS工具）评估研究质量。总的来说,筛选了3747个标题和摘要，在全文筛选中评估了60篇文章，21人被纳入审查。心理健康素养与可修改的预测因子之间存在显著相关性，包括对专业帮助的耻辱，自我效能感,对寻求帮助的态度，社会支持,积极的心理状态，接受心理健康培训，和心理困扰，已确定。通过解决这些因素，教育机构可以培养社区的心理健康，培养一个以同理心为标志的环境，理解,并积极参与解决心理健康问题。这些影响为未来的研究奠定了基础，政策制定,并实施切实可行的策略，以提高不同教育环境中的心理健康素养。
