高中生社会支持与焦虑关系的研究

目的探讨高中生的社会支持和状态焦虑、特质焦虑间的关系。方法使用社会支持评定量表和状态一特质焦虑问卷，调查165名高中生；在不同性别、家庭所在地及是否独生子女的学生之间进行社会支持和焦虑状况的比较，并将社会支持状况及焦虑状况进行相关分析。计数资料采用t检验，计量资料采用X^2检验，相关分析用Person相关。结果男生和女生在对社会支持的利用度上差异有统计学意义（t=-1．994，P〈0．05）；高三年级和高一、高二年级在客观支持上差异有统计学意义（F=0．935，P〈0．05）；不同的家庭所在地（城镇、农村）在社会支持总分（t=-2．039，P〈0．05）及在主观支持（t=-2．769，P〈0．05）上差异有统计学意义；独生子女与非独生子女间在主观支持上差异有统计学意义（t=-2．667，P〈0．05）；年级之间在焦虑总分上差异有统计学意义（F=3．063，P〈0．05）；社会支持与状态焦虑间存在显著负相关（r=-0．376，P〈0．05）。结论女生对社会支持的利用度优于男生，高三年级学生的客观支持低于其他两个年级，农村学生的主观支持优于城镇学生，非独生子女的主观支持优于独生子女，高二年级学生焦虑状况低于其他两个年级，良好的社会支持系统会对减轻高中生的焦虑情绪有所帮助。

Social support and anxiety in senior middle school students

Objective To investigate the relationship between social support and state-trait anxiety in senior middle school students. Methods A total of 165 senior middle school students received Social Support Questionnaire and State-Trait Anxiety Inventory, and social support and anxiety were compared hy gender, home address and one-child family. Chi-square test and t test were used for data analysis. Results Utilization of social support showed significant difference between male and female students （ t = - 1. 994, P 〈 0.05）. Significant difference of objective support existed between grade one, grade two and grade three （ F = 0.935, P 〈 0.05 ）. Significant differences of social support （ t = - 2. 039, P 〈 0.05 ） and subjective support （ t = - 2. 769, P 〈 0.05 ） were found between urban and rural areas. In different grades, the state and trait anxiety was significantly different （ F = 3. 063, P 〈 0.05 ）. There was a negative correlation between social support and state-trait anxiety （ r = - 0. 376, P 〈 0.05 ）. Conclusion Good social support may help to reduce state anxiety among senior middle school students.