【作者】 李平；

【导师】 尚云；

【作者基本信息】 云南师范大学 ， 应用心理学， 2018， 硕士

【摘要】 为了解贫困地区中学生心理健康素养与积极心理资本、应对方式现状及关系的具体情况,本研究采用量化研究和质化研究相结合的研究方法。在量化研究的部分选取云南省昭通市贫困地区399名中学生作为调查组,选取昆明市非贫困地区252名中学生作为对照组1,选取保山市贫困地区190名中学生作为对照组2。采用杨宗升修订的《中学生心理健康素养问卷》、张阔编订的《积极心理资本量表》和解亚宁编制的《简易应对方式问卷》搜集有关变量的数据。并在此基础上分析了心理健康素养、积极心理资本和应对方式的现状,人口学变量上的差异,与其他地区中学生的对比及三者之间关系的探究;质化研究方面通过对45名贫困地区中学生访谈,对量化研究的结果进一步探究。结果表明:1、贫困地区中学生关于四种常见心理疾病识别正确率平均值为48.625%;在遇到心理健康问题时有81.2%的中学生有会选择求助,其求助对象前三位分别是父母、好朋友和亲戚(长辈或同辈);当心理疾病患者为好朋友时,有96.5%的中学生表示愿意帮助;中学生获得心理健康知识的途径主要为网络新闻、电视新闻及老师、同学。2、贫困地区中学生的结构式心理健康素养总体处于中等偏上的水平。年级、父母婚姻状况、长期居住对象等人口学变量在结构式心理健康素养一个或多个维度上存在显著差异。而在性别、生源地、独生、走读或寄宿、学生干部、父亲文化程度、母亲文化程度及家庭月平均收入等人口学变量上不存在显著性差异。3、贫困地区中学生积极心理资本总体处于中等水平。性别、生源地、走读或寄宿的、父母婚姻状况、长期居住对象、父亲文化程度、家庭月平均收入等人口学变量在积极心理资本的一个或多个维度上存显著差异。而在是否学生干部、是否独生、母亲文化程度、年级等人口学变量上不存在显著性差异。4、贫困地区有中学生在积极应对方式得分较高,消极应对方式得分较低。消极应对方式在家庭月平均收入上存在显著差异。在性别、生源地、独生、学生干部、父母婚姻状况、长期居住对象、父亲文化程度、母亲文化程度及年级人口学变量上均不存在显著差异。5、贫困地区的中学生对四种典型案例识别正确率的平均值最高;在遇到心理健康问题时非贫困地区中学生会更加主动告诉别人,寻求帮助时忐忑不安的情绪相对较少;三个地区大部分学生都表示愿意帮助患有心理疾病的好朋友;非贫困地区中学生较贫困地区中学生更多从专业途径获得心理健康知识;非贫困地区中学生较两个贫困地区中学生对维护心理健康的方法了解的更多。6、非贫困地区中学生在结构式心理健康素养总分及多个维度上得分显著高于贫困地区中学生得分。非贫困地区中学生在积极心理资本总分及各维度得分显著高于贫困地区中学生。非贫困地区中学生在积极应对方式及消极应对方式维度上得分显著高于贫困地区中学生得分。7、调查组的贫困地区中学生在结构式心理健康素养总分及多个维度上得分显著高于对照组2的贫困地区中学生得分。调查组的贫困地区中学生在积极心理资本希望维度上得分显著低于对照组2的贫困地区中学生得分。调查组的贫困地区中学生在消极应对方式维度上得分显著高于对照组2的贫困地区的中学生得分。8、贫困地区中学生结构式心理健康素养与积极心理资本存在显著正相关;结构式心理健康素养与积极应对方式呈显著正相关;积极心理资本与积极应对方式均呈显著性正相关。积极心理资本在结构式心理健康素养和积极应对方式之间起部分中介作用。更多还原

【Abstract】 In order to understand the situation of middle school students’ mental health literacy and positive psychological capital,coping styles and relationships in the poverty-stricken areas,this research adopts a combination of quantitative research and qualitative research.In the quantitative study,399 middle school students from poverty-stricken areas in Zhaotong City,Yunnan Province were selected as the experimental group.252 middle school students from non-impoverished areas in Kunming City were selected as the control group 1,and 190 middle school students from poverty-stricken areas in Baoshan City were selected as the control group.The data on relevant variables was collected using Yang Zongsheng’s revised questionnaire for middle school students’ mental health literacy,Zhang Kuo’s“positive psychological capital scale” and Xia Ning’s “simple coping style questionnaire”.On this basis,the status of mental health literacy,positive psychological capital and coping styles,differences in demographic variables,comparisons with middle school students in other regions,and the relationship between the three were analyzed;qualitative research was conducted on 45 individuals.Interviews with middle school students in poor areas further explored the results of quantitative research.The results show:1.The average recognition rate of the four common mental illnesses among middle school students in poverty-stricken areas is 48.625%;81.2% of middle school students will choose to ask for help when they experience mental health problems,and the top three of them are parents,good friends and Relatives(elders or peers);96.5% of middle school students expressed willingness to help when mental illness patients were good friends;middle school students’ access to mental health knowledge was mainly online news,television news,and teachers and classmates.2.The structural mental health literacy of middle school students in poverty-stricken areas is generally at an intermediate level.The demographic variables such as grade,parental marital status,long-term residence,etc.have significant differences in one or more dimensions of structural mental health literacy.There were no significant differences in demographic variables such as gender,student source,only child,day or boarding,student cadre,father’s education,mother’s education,and family average monthly income.3.The positive psychological capital of middle school students in poor areas isgenerally at a medium level.The demographic variables such as gender,origin,place of day or boarding,marital status of parents,long-term residence objects,father’s education level,and family average monthly income have significant differences in one or more dimensions of positive psychological capital.However,there is no significant difference in demographic variables such as student cadres,whether they are only students,their mother’s education level,and grade level.4.Middle school students in poor areas have higher scores in positive coping styles and lower scores in passive coping styles.Negative coping styles have significant differences in household average monthly income.There were no significant differences in gender,student source,only child,student cadres,parents’ marital status,long-term living objects,father’s education,mother’s education,and grade-level demographic variables.5.Middle school students in poverty-stricken areas have the highest average of the correct rate of recognition for four typical cases;in the face of mental health problems,middle school students in non-impoverished areas will more actively tell others that when they seek help,they are less worried;Some students expressed their willingness to help good friends with mental illnesses;middle school students in non-impoverished areas had more knowledge of mental health than professional students in poor areas;middle school students in non-impoverished areas learned more about ways to maintain mental health than students in two impoverished areas.More.6.Middle school students in non-impoverished areas score significantly higher scores in structural mental health literacy than in poor areas.Students in non-impoverished areas scored significantly higher in the total score of positive psychological capital than those in poor areas.Students in non-impoverished areas scored significantly higher on the dimensions of positive coping styles and negative coping styles than students in impoverished areas.7.In the poverty-stricken areas of the experimental group,middle school students scored significantly higher in the structural mental health literacy scores and in multiple dimensions than in the poverty-stricken middle school students in the control group2.The students in the poverty-stricken areas of the experimental group scored significantly lower on the psychological capital hope than the students in the poverty-stricken middle school in the control group2.The students in the poverty-stricken areas of the experimental group scored significantly higher on thenegative coping style than the students in the poverty-stricken areas in the control group2.8.There is a significant positive correlation between structural mental health literacy and positive psychological capital of middle school students in poverty-stricken areas;structural mental health literacy and positive coping styles are significantly positively correlated;positive psychological capital and positive coping styles are both significantly positively correlated.Positive psychological capital plays a partial intermediary role between structural mental health literacy and active coping styles.更多还原