■不真实学生的心理健康受到多方面因素的影响,需要进一步调查以评估其现状和决定因素。本研究旨在通过针对中国大学生并采用心理弹性动态系统模型来解决这一差距。通过问卷调查,本研究试图探讨心理健康状况及影响因素。最终,本研究旨在为大学生心理健康干预策略的制定提供理论基础和量身定制的实践指导。
■基于心理弹性动态系统模型,采用分层抽样的原则,结合大学的地域分布和学科多样性,对15所大学的3390名中国大学生的心理健康状况进行了实证调查。使用的问卷包括凯斯勒心理困扰量表,心理弹性量表,积极心理资本量表,家庭坚韧不拔指数和社会支持量表。在参与者中,男性占47.85%,女性占52.15%。关于起源,42.89%的学生来自农村地区,57.11%来自城市地区。
■揭示了主要发现:(1)在学生中,24.54%的患病率具有不良的心理健康,18.70%和5.84%,分别,(2)大学生心理健康得分与9个关键因素呈显著负相关(p<0.01),包括心理弹性,自我效能感,乐观,希望,弹性,家庭韧性,客观支持,主观支持,和支持利用率;(3)八个因素,包括等级,家庭经济状况,心理韧性,自我效能感,乐观,家庭韧性,客观支持,和支持利用率,成为大学生心理健康的重要预测因子(p<0.001),共同阐明心理健康总方差的57.9%。
■上述研究成果,大学生心理健康的影响因素主要包括四个方面。这些因素包括个人人口因素,如年级和家庭经济状况,积极的心理资本因素,如心理韧性,自我效能感,乐观,希望,和韧性,家庭复原力因素,包括责任,control,挑战,和社会支持因素,包括客观支持,主观支持,并支持利用。基于此,本文重点提出了四点建议:充分发挥高校在心理健康教育和压力干预中的主导作用,增强积极家庭理想和榜样的教育力量,建立积极的社会氛围和心理咨询支持系统,提高大学生心理韧性和积极心理资本的自我塑造能力。这些建议旨在更好地促进大学生的心理健康,为心理问题干预提供力量储备。
UNASSIGNED: The mental health of unverisity students is influenced by diverse factorsis multifaceted, requiring further investigation to evaluate its current status and determinants. The present study aims to address this gap by targeting Chinese university students and employing the Psychological Resilience Dynamic System model. Through a questionnaire survey, this research endeavors to explore the mental health status and influencing factors. Ultimately, the findings of this study aim to provide a theoretical basis and tailored practical guidance for the development of mental health intervention strategies for university students.
UNASSIGNED: Based on the Psychological Resilience Dynamic System Model, the mental health status of 3,390 Chinese university students from 15 universities was empirically investigated with the principle of stratified sampling and the geographical distribution and disciplinary diversity of universities. The questionnaires used included Kessler psychological distress scale, psychological resilience scale,positive psychological capital scale, family hardiness index and social support scale. Among the participants, 47.85% were male and 52.15% were female. Regarding the origin, 42.89% of the students were from rural areas, while 57.11% were from urban areas.
UNASSIGNED: Key findings unveil: (1) A prevalence of 24.54% in students has suboptimal mental health, with 18.70 and 5.84%, respectively, representing those with poor and relatively poor mental health conditions; (2) A noteworthy negative correlation (p < 0.01) between mental health scores of university students and nine pivotal factors, including psychological resilience, self-efficacy, optimism, hope, resilience, family resilience, objective support, subjective support, and support utilization; (3) Eight factors, including grade, family economic status, psychological resilience, self-efficacy, optimism, family resilience, objective support, and support utilization, emerge as significant predictors of university students\' mental health (p <0.001), collectively elucidating 57.9% of the total variance in mental health.
UNASSIGNED: The aforementioned research results, indicate that the influencing factors on the mental health of university students encompass four main aspects. These include individual demographic factors such as grade and family economic status, positive psychological capital factors such as psychological resilience, self-efficacy, optimism, hope, and resilience, family resilience factors including responsibility, control, and challenge, and societal support factors including objective support, subjective support, and support utilization. Based on this, this paper focuses on four recommendations: giving full play to the leading role of universities in mental health education and stress intervention, strengthening the educational power of positive family ideals and role modeling, building a support system for positive social atmosphere and psychological counseling, and improving the self-shaping ability of university students\' psychological resilience and positive psychological capital. These recommendations aspire to better promote the mental health of university students and provide a strength reserve for psychological problem intervention.