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1.
目的构建高职贫困生社会支持、应激生活事件与孤独感的关系模型,检验社会支持在结构方程中的中介效应。方法对361名高职贫困生分别采用社会支持量表、青少年社会生活事件问卷和孤独感问卷进行测评,并分析其内在关系,进而构建潜变量间的结构方程模型,并对模型进行最优地修正。结果结构方程分析表明,高职贫困生应激生活事件和社会支持对孤独感有直接作用力,社会支持在应激生活事件对孤独感影响中起到中介作用。结论应激生活事件、社会支持对高职贫困生孤独感的作用得到结构方程的有力支持。  相似文献   

2.
目的探讨高师贫困生人际信任与社会支持的特点及关系,为高师院校心理健康教育提供依据。方法采用人际信任量表(ITS)、社会支持评定量表(SSRS)对204名贫困生和196名非贫困生进行测查。结果(1)高师贫困生的客观支持显著高于非贫困生,人际信任、主观支持、支持利用度、支持总分的差异不显著。(2)高师贫困生人际信任、社会支持不存在性别差异,人际信任、支持利用度存在年级差异,大一学生的人际信任显著高于大三学生,大一学生的支持利用度显著高于大二和大三学生。(3)人际信任与社会支持呈显著正相关。(4)不同社会支持水平的高师贫困生人际信任差异显著,社会支持水平越高,人际信任度越高。结论高师贫困生与非贫困生客观支持差异显著,人际信任、支持利用度存在年级差异,社会支持对人际信任有显著影响。  相似文献   

3.
目的研究高职生社会支持与孤独感的关系,进而为高职生心理健康教育提供针对性的教育对策。方法采用社会支持和情绪-社交孤独问卷研究高职生社会支持与孤独感之间的关系。结果①高职男生比女生有相对较高的孤独感,单亲家庭高职生比核心家庭、传统家庭的有相对较高的孤独体验;②高职男生比女生有相对较多的客观支持,而高职女生比男生有相对较好的对支持的利用度。传统家庭高职生体验的主观支持比单亲家庭高职生相对要多;③高职生社会支持状况与孤独感呈显著相关,且社会支持对孤独感有良好的预测作用。结论高职男生、单亲家庭高职生孤独感较高,除了应加强心理健康教育外,还需培育他们良好的社会支持网络。  相似文献   

4.
郭雯  赵文  罗燕 《四川精神卫生》2016,29(6):549-552
目的比较高校贫困生性格优势、美德与非贫困生的差异,以了解高校贫困生性格优势与美德的特征。方法采用分层随机抽样方法,从四川省某理工科为主的高校抽取359名大二年级学生进行优势行为问卷(VIA-IS)调查。回收有效问卷352份,其中贫困生98名,非贫困生254名。结果贫困生在情商(t=-2.25,P=0.025)和乐观(t=-2.11,P=0.035)两种性格优势上评分低于非贫困生,而在爱(t=1.97,P=0.049)和责任心(t=2.12,P=0.035)两种性格优势上评分高于非贫困生。贫困生节制美德评分高于非贫困生(t=2.04,P=0.043)。结论贫困生与非贫困生的性格优势与美德存在差异,贫困生的情商和乐观两种性格优势较弱,爱和责任心两种性格优势较强;贫困生节制这一美德更突出。  相似文献   

5.
目的研究儿童社交控制源与孤独感的关系及其状况。方法采用儿童控制知觉多维度测查表(MMCPC)之社交范围分量表和儿童孤独量表封420名四、五、六年级的学生施测.结果儿童的孤独感无显着的性别和年级差异,但非独生子女的孤独感(x^-=34.32)显着高于独生子女(x^-=31.45)。在面封社交结果时,儿童多认为是内部控制的作用,而较少认为是有势力他人控制的作用;有势力他人控制维度分与孤独感分有显着的正相关(r=0.224).结论儿童社交控制源与孤独感有密切关系。  相似文献   

6.
贫困大学生SCL-90测验结果的元分析   总被引:2,自引:0,他引:2  
目的对我国贫困大学生的SCL-90测验结果作一次总的效度检验与评估。方法从中国期刊网、维普资讯网查阅国内有关报道,经过筛选得到有效资料34篇,利用元分析的方法对其进行检验。。结果结果显示,贫困生和非贫困生SCL-90对照测验研究的总效果在0.15~0.26之间,经检验,34项研究值总效果量不显著(t〉0.05)。结论贫困生与非贫困生心理健康水平无显著差异。  相似文献   

7.
目的探讨高师贫困生自尊、自我效能感与主观幸福感的关系,为高师院校心理健康教育提供依据。方法采用自尊量表、一般自我效能感量表、生活满意度量表、快乐感量表对218名贫困生和216名非贫困生进行测查。结果(1)高师贫困生的自尊、生活满意度、正性情感显著低于非贫困生,自我效能感、负性情感差异不显著。(2)自尊、自我效能感与主观幸福感显著相关。(3)不同自尊、不同自我效能感的高师贫困生主观幸福感的差异显著。(4)自尊、自我效能感对生活满意度、正性情感具有一定的预测力,自尊对负性情感具有预测作用。结论贫困生自尊、主观幸福感相对较低,自尊、自我效能感能显著预测主观幸福感。  相似文献   

8.
目的研究重点中学初一学生孤独感状况及其影响因素。方法随机抽取重点中学初一学生925名,分别采用自编的一般情况调查表和儿童孤独量表进行评定,对其孤独感及相关因素进行多元逐步回归分析。结果在925名学生中,有孤独感的学生142名,占15.35%。两组间在父母状况、就读形式、性别等方面存在非常显著性差异(P〈0.01)。经多元逐步回归分析,影响学生孤独感的主要因素依次为学生的同学关系、健康状况、老师惩罚严厉、学习成绩、父母教育方式一致性、父母婚姻关系、学生年龄、经济状况。结论重点中学初一学生孤独感受自身素质、家庭状况及学校环境等因素的影响,应引起教育界和社会的关注。  相似文献   

9.
目的 了解儿童青少年孤独感的一般情况,观察儿童青少年孤独感与家庭功能的关系.方法 采用UCLA孤独感量表、家庭功能评定量表对190名学生及其父母一方进行测试,并分析儿童青少年孤独感情况,以及孤独感与家庭功能的关系.结果 (1)年龄越大,儿童孤独感越强(F=12.95,P<0.01);独生子女孤独感小于非独生子女(t=2.39,P=0.018);父母受教育越高,儿童孤独感越低(F=7.38,10.05;P<0.01);(2)家庭功能评分越差,儿童孤独感越高(r=0.576,P<0.01);情感介入与儿童青少年孤独感呈负相关(t=-2.443,P=0.016).结论 儿童青少年孤独感在年龄、是否独生及父母受教育程度等因素上存在差异;儿童青少年孤独感与家庭功能关系密切,情感介入越高,越有利于降低儿童孤独感.  相似文献   

10.
目的:研究军人精神分裂症的患病与社会支持的关系。方法:应用社会支持评定量表对2001年5月。2002年5月住院和出院的128名军人精神分裂症患者进行问卷调查,与某部86名精神正常官兵进行对照研究。结果:军人精神分裂症患者社会支持低于正常军人。结论:社会支持及其利用度的减少对军人精神分裂症的发生、发展、和转归有一定影响。  相似文献   

11.
目的探讨女性中专护生负性情绪、孤独感与社会支持三者之间的关系,为制定有针对性的心理干预措施以及开展女性中专护生的心理健康教育工作提供参考。方法于2018年6月-10月采用随机抽样方法抽取西南医科大学护理学院1 300名在校中专护生为研究对象,采用抑郁-焦虑-压力量表中文精简版(DASS-21)、UCLA孤独感量表(UCLA-LS)和社会支持评定量表(SSRS)对其负性情绪、孤独感及社会支持等进行调查,并探索三者之间的关系。结果女性中专护生DASS-21总评分为(22.39±8.26)分,其中抑郁、焦虑、压力分量表评分分别为(7.56±3.32)分、(8.82±3.49)分、(7.00±3.58)分;UCLA-LS评分为(46.25±8.12)分,SSRS总评分为(33.16±5.82)分。女性中专护生DASS-21评分与UCLA-LS评分呈正相关(r=0.431,P0.01),SSRS总评分与DASS-21评分及UCLA-LS评分均呈负相关(r=-0.193、-0.345,P均0.01)。结论女性中专护生的负性情绪、社会支持与孤独感之间存在相关性。  相似文献   

12.

For several years, the number of studies on the links between excessive mobile phone use and mental health has been increasing. The aim of the study was to establish if there is a relationship between mobile phone addiction and depression in university students and if phubbing is a mediator of this relationship. The authors also tested if this mediation effect was moderated by loneliness and if the model of relationships between these variables was the same in women and in men. The participants were 402 university and college students from Ukraine, aged 17 to 31; 74% of them were women. The authors used the Adapted Mobile Phone Use Habits, the Phubbing Scale, the Center for Epidemiologic Studies Depression Scale, and the Loneliness Scale. The results of the study have shown that higher mobile phone addiction and higher phubbing is associated with a higher level of depressive moods, with phubbing functioning as a mediator of the relationship between mobile phone addiction and depression. A moderator of this mediation is loneliness, the moderation effect being asymmetrically dependent on gender: in men, high loneliness increases the mediating role of phubbing, which more markedly translates into depression, while in women the analyzed mediation effect becomes weaker with an increase in the sense of loneliness (phubbing correlates less strongly with depression).

  相似文献   

13.

Background

Loneliness is detrimental to mental health, with university students at higher risk of feeling lonely than other population groups. However, little research has explored interventions to reduce loneliness among students. This review identifies the characteristics and effectiveness of interventions targeting university/college students.

Methods

PsycINFO, Medline, ASSIA and Web of Science were searched from inception using keywords linked to ‘loneliness’, ‘intervention’ and ‘students’. Relevant peer and nonpeer-reviewed English-language articles on studies implementing an intervention with loneliness as an outcome and investigating undergraduate or postgraduate students at a higher education institution were included for quality analysis and narrative synthesis. Risk of bias was assessed at both study level and at outcome level.

Results

Twenty-eight articles were included, comprising 25 quantitative and three qualitative studies, covering 37 interventions, most implemented in the United States. Interventions were based on psychoeducation, social support groups, increasing social interaction or reflective exercises. The age of the participants (n = 2339) ranged from 17.62 to 25 (mean age 20.63) years. Evidence from the RCTs suggests that most interventions influenced loneliness outcomes, but the magnitude of the benefit is unclear. Across quantitative studies, 80% (16/20) of interventions based on either social support groups, increasing social interaction or reflective exercises, and 50% (7/14) of interventions based on psychoeducation were deemed effective in reducing loneliness. Most interventions measured quantitatively were delivered in a group setting, of which two thirds were considered effective in reducing loneliness scores, regardless of intervention.

Conclusions

Universities have a choice of interventions to help reduce loneliness among students either on campus or virtually. Ones promoting social connectedness appear to be more successful. More high-quality studies in a larger number of countries are needed, taking vulnerable student groups into consideration.  相似文献   

14.
This study explored the effect of perceived social isolation on the mental health of college students during the high-risk period of COVID-19 transmission in Hubei, China and the role of social support from online friends in alleviating this effect. The questionnaire responses of 213 college students from four universities in Hubei were included. Measurement and structural models were constructed using structural equation modeling. The findings revealed that perceived social isolation while under home quarantine was a negative predictor of the mental health of college students in Hubei. Low social support from online friends may lead to a relatively strong relationship between perceived social isolation and mental health in these college students, whereas high social support from online friends may lead to a relatively weak relationship between perceived social isolation and mental health.  相似文献   

15.
ObjectivePeople with psychotic disorders frequently become targets of discrimination, which may have devastating effects on their social relations and lead to the feelings of loneliness. This study has explored whether self-esteem and support seeking serve as mediators in the relationship between experiences of discrimination and loneliness.MethodsA total of 110 persons with psychotic disorders (International Classification of Diseases, 10th Revision (ICD-10): F20–F29) were evaluated with self-report measures of discrimination experiences, self-esteem, support seeking and loneliness. The relationships between variables were examined with path modeling. Bootstrap mediation analyses were used for testing the statistical significance of indirect effects.ResultsExperiences of discrimination have been demonstrated to increase the level of loneliness both directly and indirectly. The indirect effect of discrimination on loneliness via self-esteem decrement has been proven to be significant. Support has been also found for a mediation model in which discrimination experiences negatively affect self-esteem, an undermined self-esteem diminishes the tendency to seek social support, and reduced support seeking worsens the sense of loneliness. However, discrimination experiences and support seeking have turned out to be unrelated and thus the hypothesized indirect effect of discrimination on loneliness through the weakening of the willingness to seek social support has not been confirmed by the data.ConclusionsThe findings contribute to the understanding of the mechanisms through which experiences of discrimination aggravate perceived social isolation. Self-esteem and the tendency to seek social support have emerged as possible targets for interventions aiming to counteract the negative influence of rejection experiences on social relationships of people with psychotic disorders.  相似文献   

16.
This study compared levels of loneliness, quality of life (QOL) and social support among people with serious mental illness (SMI) living in two different types of housing: group homes and supportive community housing. Forty persons with SMI living in supportive community housing and 57 living in a group home completed measures of QOL, symptoms, perceived social support and loneliness. Analysis of variance tests were conducted to examine whether there were differences in degree of loneliness, QOL and social support between the groups living in the two residential types. No significant differences between the two housing models were found. Correlational analysis, however, indicated a strong relationship between loneliness and QOL. Subsequent regression analysis revealed that residence in group homes moderates the relationship between social loneliness and QOL, such that social loneliness impacted QOL only among group home residence. Implications of the findings for understanding the impact of housing on QOL are discussed.  相似文献   

17.
The literature on suicide among the Chinese indicates that younger individuals from rural areas are at higher risk of suicide than their urban counterparts. While earlier studies have investigated the relationship between psychological health and major demographic variables, the relationship of psychological health as it relates to suicide by those from urban and rural areas have been rare. Studying the psychological health of college students from rural China in comparison with students who originate from urban areas may shed light on the mental health disparities of the two populations. This study examined the relationship of psychological health and rural/urban origins of college students in China. Data was obtained from 2 400 college students who completed a survey questionnaire while in attendance at a key university in Beijing China in 2013. Four standardised psychological health scales were administered to obtain measures of participants’ self-esteem, depression, social support, and suicide ideation. Findings indicated that urban students had significantly higher scores than their rural counterparts on self-esteem and social support. However, there was no statistically significant difference between the groups on measures of depression and suicide ideation.  相似文献   

18.
The present study examined 310 students with mild intellectual disability (ID) who attended special schools and self‐contained classes in mainstream schools with regard to their reports of depressive mood, and loneliness and social skills, and teachers’ perception of the students’ academic, social and behavioural competencies. A multivariate analysis of variance (MANOVA ) revealed that: students in special schools reported higher levels of depression and felt lonelier than mainstream school students; girls exhibited a greater sense of depressive mood than boys; teachers assessed boys as having higher academic competencies than girls; and boys were considered more easily distracted and less independent. However, teachers considered girls to have more adequate social adjustment, and be more task‐oriented and more independent. For both groups, depressive mood can be predicted by distractibility and loneliness; by gender and lower academic competencies for special school students; or mainly by difficulties in social adjustment in the case of mainstream school students.  相似文献   

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