依恋、社会支持、应对方式在生活事件影响心理健康的中介作用

Objective To study the effect of attachment, coping style and social support on mental health in technical school students.Methods 372 technical school students were assessed by ECR(Experiences in Close Relationship's Inventory) ,Symptom Check Scale List-90 (SCL-90) and Coping Style Scale For Secondary School Students( CSS), Adolescent Self-Rating Life Events Checklist ( ASLEC), Perceived Social Support Scale (PSSS).Results ( 1 ) Life events had significant correlations with all indexes score of attachment anxiety ( r =0.293 ～ 0.356, P ＜0.01 ) ,the scale of coping style focus on emotion and the total score of SCL-90 ( r = 0.259 ～0.509, P＜0.01 ) ,and the total score of perceived social support had significant correlations with the total score of SCL-90 ( r =-0.238, P ＜ 0.01 ).( 2 ) Structural equation analysis ( model fit: χ2 = 540.593, RMSEA = 0.114,NFI = 0.864 ,CFI =0.884, P ＜ 0.01 ) showed that life events affect on mental health through the mediation effects of coping style focus on emotion, attachment anxiety and the perceived social support and coping style focus on emotion had most mediating effect on mental health ( mediation effect = 33.2% ).Conclusion Life events had both direct effect and indirect effect through coping style focus on emotion, attachment anxiety and the Perceived Social Support on mental health.     

依恋、社会支持、应对方式在生活事件影响心理健康的中介作用

Objective To study the effect of attachment, coping style and social support on mental health in technical school students.Methods 372 technical school students were assessed by ECR(Experiences in Close Relationship's Inventory) ,Symptom Check Scale List-90 (SCL-90) and Coping Style Scale For Secondary School Students( CSS), Adolescent Self-Rating Life Events Checklist ( ASLEC), Perceived Social Support Scale (PSSS).Results ( 1 ) Life events had significant correlations with all indexes score of attachment anxiety ( r =0.293 ～ 0.356, P ＜0.01 ) ,the scale of coping style focus on emotion and the total score of SCL-90 ( r = 0.259 ～0.509, P＜0.01 ) ,and the total score of perceived social support had significant correlations with the total score of SCL-90 ( r =-0.238, P ＜ 0.01 ).( 2 ) Structural equation analysis ( model fit: χ2 = 540.593, RMSEA = 0.114,NFI = 0.864 ,CFI =0.884, P ＜ 0.01 ) showed that life events affect on mental health through the mediation effects of coping style focus on emotion, attachment anxiety and the perceived social support and coping style focus on emotion had most mediating effect on mental health ( mediation effect = 33.2% ).Conclusion Life events had both direct effect and indirect effect through coping style focus on emotion, attachment anxiety and the Perceived Social Support on mental health.     

汶川地震后高三学生心理健康状况调查及其影响因素

Objective This article mainly discuss the relationship among coping style,social support,de-pression,stress level and mental health in senior students after the earthquake. Methods 820 sample students were selected randomly from 6 middle schools in temporary inhabitancy of Dujiangyan area. Mental investigational questionnaire of China Ministry of Health, Beck Depression Inventory 2nd edition ( BDI-2), social support ques-tionnaire,simple coping style questionnaire (SCSQ) and other methods were used, and variance, correlation, and hierarchical regression to analyze the relationship of the variable. Results The account for mental investigational questionnaire of China Ministry of Health was (7.49±4.41 ) ,the scoring of B DI (14.66±9.12) was on the high side. Mental problems was positively correlated with depression symptom and stress level (r=0.69,0.15 ), while it was negatively correlated with positive coping and social support (r=-0.33, -0.30). This showed that the interac-tion between positive coping and social support (β=0.14,△R2 =0.02), depression symptom and stress level (β= 0.07, △R2 = 0.01 ) was distinctness respectively. Conclusions Most of senior students have poor scores on mental state examination in the earthquake-stricken area. Depression symptom is a mediator between positive coping and mental health. Social support is a remarkable moderator between positive coping and depression,along with the increasing of social support,the protective effect of positive coping also enhance. Stress level is a moderator between depres-sion and mental problems.     

2406名农村初中生心理健康影响因素的分析

Objective To find out the factors that influence the mental health of the rural junior middle school students (JMSS).Methods 2406 JMSS in rural areas in Hunan province were assessed,using self-designed Demographic Data Recording Form, Adolescent Self-Rating Life Events Check List, Scale of APGAR, Perceived Social Support Scale,Simplified Coping Style Questionnaire,Eysenck Personality Questionnaire,Self-Esteem Scale and Scale of Mental Health.Results There were no significant difference between JMSS with different gender(P = 0.509 ), family income (P = 0.267 ), occupation of their fathers (P = 0.473 ), occupation of their mothers (P=0.105 ), education background of their mothers (P = 0.266 ).There were statistically significant difference between JMSS of different age (P = 0.000 ), grade (P = 0.000 ), whether their parents going out to work (P = 0.000 ),whether their parents divorced(P = 0.001 ) and education background of their fathers (P = 0.000 ); whether their parents going out to work (r = 0.095 ), life events (r = 0.522 ), family care (r =-0.146 ), the perceived social support (r =-0.186 ), positive coping style (r =-0.020 ), negative coping style (r = 0.369 ) and psychoticism (r = 0.322 ),internal and external(r =-0.132), emotional stability (r = 0.555 ), lie (r =-0.293 ) and self-esteem (r =-0.329)were significantly corrected with psychological health( P ＜ 0.01 ).Except age, grade, whether their parents going out to work and the education background and occupation of their parents,the remaining variables entered the regression equation,which could explained 51.2% of changes of the psychological health(F=227.809, P=0.000).Conclusion In order to promote the development of J MSS mental health, we can give then more care to reduce negative life events in their life,guide them to culture health personality and use active coping styles when encounter difficulties and setbacks through a series of health education, promote the healthy development of their personality.     

2406名农村初中生心理健康影响因素的分析

Objective To find out the factors that influence the mental health of the rural junior middle school students (JMSS).Methods 2406 JMSS in rural areas in Hunan province were assessed,using self-designed Demographic Data Recording Form, Adolescent Self-Rating Life Events Check List, Scale of APGAR, Perceived Social Support Scale,Simplified Coping Style Questionnaire,Eysenck Personality Questionnaire,Self-Esteem Scale and Scale of Mental Health.Results There were no significant difference between JMSS with different gender(P = 0.509 ), family income (P = 0.267 ), occupation of their fathers (P = 0.473 ), occupation of their mothers (P=0.105 ), education background of their mothers (P = 0.266 ).There were statistically significant difference between JMSS of different age (P = 0.000 ), grade (P = 0.000 ), whether their parents going out to work (P = 0.000 ),whether their parents divorced(P = 0.001 ) and education background of their fathers (P = 0.000 ); whether their parents going out to work (r = 0.095 ), life events (r = 0.522 ), family care (r =-0.146 ), the perceived social support (r =-0.186 ), positive coping style (r =-0.020 ), negative coping style (r = 0.369 ) and psychoticism (r = 0.322 ),internal and external(r =-0.132), emotional stability (r = 0.555 ), lie (r =-0.293 ) and self-esteem (r =-0.329)were significantly corrected with psychological health( P ＜ 0.01 ).Except age, grade, whether their parents going out to work and the education background and occupation of their parents,the remaining variables entered the regression equation,which could explained 51.2% of changes of the psychological health(F=227.809, P=0.000).Conclusion In order to promote the development of J MSS mental health, we can give then more care to reduce negative life events in their life,guide them to culture health personality and use active coping styles when encounter difficulties and setbacks through a series of health education, promote the healthy development of their personality.     

水面舰艇军人心理弹性、自我意识、性格与应激水平、心理健康的相关研究

目的 探讨水面舰艇军人心理弹性、自我意识、性格与应激水平、心理健康的关系.方法 采用成人心理弹性量表(RSA)、艾森克人格问卷(EPQ)、自我接纳问卷(SAQ)、一般自我效能感量表((SES)、Wallance自我概念量表(WSCS)、心理应激自评问卷(PSET)和症状自评量表(SCL-90),对1451名水面舰艇军人进行整群抽样调查.结果 ①水面舰艇军人有明显心理应激反应的占2.5%,心理健康状况较中国常模差,除强迫和人际敏感因子外,其他因子分数均显著高于中国军人常模(P＜0.01);②SCL-90总分及心理应激与心理弹性、内外向和自我意识显著负相关,与神经质显著正相关.SCL-90阳性军人(SCL-90总分＞160分)在神经质和PSET的得分显著高于阴性组,在RSA、内外向和自我意识的得分显著低于阴性组(P＜0.01);③回归分析结果显示:应激水平、情绪稳定性、自我意识和心理弹性能较好预测军人应激时的心理健康水平,而心理健康水平、情绪稳定性、内外向和心理弹性能较好预测个体的应激水平,解释率分别为35.1%和33.2%.结论 水面舰艇军人存在一定程度的心理应激和心理健康问题,心理弹性、性格、自我意识是影响心理应激和心理健康的重要因素.

Abstract：

Objective To study the relationships among resilience, self-awareness, personality, stress level and mental health in the warship soldiers. Methods Resilience Scale for Adults ( RSA), Eysenck Personality Questionnaire ( EPQ), Self Acceptance Questionnaire( SAQ), General Self-Efficacy Scale( GSES), Wallance Self Concept Scale (WSCS), Psychological Stress Self-evaluation Test (PSET) and Symptom Checklist (SCL-90)were used to survey 1451 warship soldiers. Results ① 2.5％ of the warship soldiers reported obvious psychological stress. Mental health of warship soldiers was worse than the norm of China population, except for obsessivecompulsive and interpersonal sensitivity factor. While the scores of other factors were significantly higher than the norm of Chinese soldiers(P＜0.01). ②The total scores of SCL-90, psychological stress and resilience, internal/external had negative correlation with self-awareness, and positive correlation with neuroticism. Compared to the SCL-90-negative group,SCL-90-positive soldiers (SCL-90 total score ＞ 160) had higher scores of nervousness and PSET and lower scores of RSA, internal/external and self-awareness (P ＜ 0.01 ). ③Regression analysis showed that stress levels, emotional stability,self-awareness and resilience were able to predict 35.1％ of mental health in warship soldiers. Mental health, emotional stability, internal/external and resilience were able to predict 33.2％of individual's stress level. Conclusion To some extent, warship soldiers have psychological stress and mental health problems. Resilience, personality, self-awareness are important factors affecting psychological stress and mental health.     

本科护生专业承诺、学习倦怠与学业自我效能感的关系研究

目的 探讨本科护生的专业承诺、学习倦怠与学业自我效能感的状况及三者问的关系.方法 采用大学生专业承诺调查量表、大学生学习倦怠调查量表和学业自我效能感量表对506名本科护生进行调查.结果 本科护生情感承诺、理想承诺、规范承诺、继续承诺、总承诺得分分别是(28.229±5.327)分、(20.348±4.507)分、(19.405±3.730)分、(18.148±2.954)分、(86.130±13.421)分;情绪低落、行为不当、成就感低、总倦怠得分分别是(21.733±5.338)分、(18.459±3.918)分、(17.083 ± 3.596)分、(57.275±9.766)分;学习能力自我效能感、学习行为自我效能感、总效能感得分分别是(35.765±5.835)分、(35.247±4.840)分、(71.012±9.659)分;专业承诺中的情感承诺、理想承诺、规范承诺与学习倦怠各维度呈显著负相关,继续承诺与成就感低呈显著负相关,专业承诺各维度与学业自我效能感各维度呈显著正相关,学业自我效能感各维度与学习倦怠各维度呈显著负相关(P＜0.01).结论 本科护生的专业承诺、学习倦怠与学业自我效能感有密切关系,专业承诺、学业自我效能感水平越高,学习倦怠程度越低.

Abstract：

Objective To explore the relationship among professional commitment, learning burnout and academic self-efficacy of undergraduate nursing students. Methods 506 undergraduate nursing students were investigated with the three Questionnaires of college students: professional commitment questionnaire, learning burnout inventory and academic self-efficacy scale. Results The scores of affective commitment, ideal commitment, normative commitment and continued commitment of the undergraduate nursing students were (28.229 ± 5.327), (20.348 ±4. 507), (19. 405 ± 3. 730), (18. 148 ± 2. 954) and( 86. 130 ± 13. 421), respectively. And the scores of depression, misconduct, low sense of accomplishment, total bumrnut of the undergraduate nursing students were(21.733 ±5.338), (18.459 ±3. 918) , (17.083 ±3. 596)and(57. 275 ±9. 766) , respectively. As well as the scores of learning ability of self-efficacy, learning behavior of self-efficacy and total self-efficacy were(35.765 ±5.835), (35.247 ±4.840)and (71.012 ±9.659), respectively. The affective commitment,ideal commitment and normative commitment of professional commitment were negatively correlated with the dimensions of learning bumout. And the continued commitment was significant correlated with the low sense of accomplishment. Otherwise, the dimensions of professional commitment were positive correlated with the dimensions of academic self-efficacy. However, the dimensions of academic self-efficacy were significant negative correlated with the dimensions of learning burnout (P＜ 0. 01). Conclusions The professional commitment, learning bumout of undergraduate nursing students are closely related with the academic self-efficacy of undergraduate nursing students. The higher the levels of professional commitment and academic self-efficacy are, the lower the level of learning bumout is.     

煤矿透水事故获救工人的脑电超慢涨落图分析

目的 用脑电超慢涨落图分析仪(ET)在无创条件下观察应激事件后人体脑神经递质活动情况.方法 用脑电超慢涨落图分析仪提取在脑电中载有脑神经递质调节系统的震荡信息(即S谱线),分析应激事件后人体脑神经递质的活动情况,同时用创伤性应激障碍检查量表平民版(PCL-C)评估其临床症状.结果 ①与期望值(数据单位均为相对值)对照:γ-氨基丁酸(GABA)[(4.64±2.88),(8.45±0.42),P＜0.01]活动降低、乙酰胆碱(Ach)[(17.01±7.41),(14.95±0.65),P＜0.05]、多巴胺(DA)[(17.01±7.41),(7.59±0.55),P＜0.01],去甲肾上腺素(NE)[(13.07±4.33),(11.82±0.84),P＜0.05]活动增高.②可疑创伤性应激障碍与非创伤性应激障碍脑神经递质比较:GABA活动变化显著(t=6.902,P＜0.01).③PCL-C再体验分量表评分与GABA活动呈显著负相关(r=-0.777,P＜0.01),与DA活动呈显著正相关(r=0.360,P＜0.01),高警觉分量表评分同NE活动成正相关(r=0.221,P＜0.05),逃避/麻木分量表与谷氨酸(Glu)活动成负相关(r=-0.274,P＜0.05).结论 应激事件后人体脑神经递质活动发生异常,可能参与了应激反应症状的产生.

Abstract：

Objective To investigate the change characteristics of the brain neurotransmitters of human with stress events by the Encephaloflucgram technology (ET) at the noninvasive condition. Methods Extract shocking informations with neurotransmitter requlation systems in EEG ( S spectral line) by ET and analyze thechange characteristics of the brain neurotransmitters of human with stress events, the clincial symptons of the patients were evaluated by the post-traumatic stress disorder-check scale (PCL-C). Results ①Compared with expected number,the activity of neurotransmitters such as γ-aminobutyric acid (GABA) were significantly decreased (4.64 ±2.88,8.45 ±0.42, P＜0. 01 ) and the activity of neurotransmitters such as dopamine( DA ) ( 17.01 ±7.41,7.59±0.55, P＜0. 01),acetylcholine(Ach) (17.01 ±7.41,14.95 ±0.65, P＜0.05) ,norepinephrine (NE ) ( 13.07 ± 4.33,11.82 ± 0.84, P ＜ 0. 05 ) were increased. ②There was a significant difference on GABA ( t =6.902, P ＜ 0. 01 ) between suspect of post-traumatic stress disorder and non-post-traumatic stress disorder. ③In PCL-C scale score, intrusion factor had negative correlation to the activity of GABA ( r = - 0.777, P ＜ 0.01 ), and positive correlation to the activity of DA ( r = 0.360, P ＜ 0.01 ), hyper-arousal factor was positive correlated with the activity of NE ( r=0.221, P＜0.05) ,escaping/numbness factor was negative correlated with the activity ofGlu( r= -0.274, P＜0.05). Conclusion In traumatic stress events GABA,Ach,DA,NE neurotransmitters aresignificantly changed ,and meybe participat stress responses.     

慢性疼痛患者的自传体记忆特征及其相关因素

目的 探讨慢性疼痛患者自传体记忆的特征及其相关因素.方法 应用自传体记忆测验(AMT)、疼痛障碍问卷、简式McGill疼痛问卷(SF-MPQ)、贝克抑郁量表(BDI)和贝克焦虑量表(BAI)对106名慢性疼痛患者和106名正常人的自传体记忆、疼痛和情绪进行了评估.结果 (1)和正常组比较,慢性疼痛组的具体性记忆明显较少[(2.63±1.68)分,(3.63±1.53)分,F(1416)=7.233,P＜0.01],过度概括化记忆明显增多[(3.37±1.68)分,(2.37±1.53)分,F(1.416)=7.069,P＜0.01],但反应时差异没有统计学意义;(2)疼痛病程、疼痛频率和疼痛自我效能感能够预测过度概括化记忆变异,回归系数显著(P＜0.05),多元回归方程有效(R=0.427,R2=0.183,F=2.385,P＜0.05).结论 慢性疼痛患者的自传体记忆受疼痛病程、疼痛频率和疼痛自我效能感的影响具有过度概括化特征.

Abstract：

Objective To explore the autobiographical memory characteristics of chronic pain patients and its correlators.Methods Autobiographical memory,pain and emotion of 106 chronic pain patients and 106healthy controls were assessed with the Autobiographical Memory Test (AMT), the Short-form McGill Pain Questionnaire (SF-MPQ), the Pain Self-efficacy Questionaire (PSEQ), Beck Depression Inventory (BDI) and Beck Anxiety Inventory (BAI).Results Compared to the control group, the clinical group had less specific memory (3.63 ± 1.53, 2.63 ± 1.68, F (1.416) = 7.233, P ＜ 0.01 ) and more overgeneral memory (2.37 ± 1.53,3.37 ±1.68, F (1.416) =7.069, P＜0.01 ),but the latency to response was not statistically significantly different between the groups.Duration of pain,frequence of pain and pain self-efficacy were the significant predictors of overgeneral memory,and the regression coefficients were significant (P＜0.05 ) ,the multiple regression equation was statistically significant( R = 0.427, R2 = 0.183, F= 2.385, P＜ 0.05 ).Conclusion The autobiographical memory of chronic pain patients was overgeneralized because of the influence of duration, frequence and self-efficacy of pain.     

某部新兵集训期心理状况与情绪调节方式及认知偏向的关系

目的 研究某部新兵集训2个月时应激水平、情绪体验特点与情绪调节方式和认知偏向的关系.方法 采用心理应激自评问卷(psychological stress self-evaluation test,PSET)、正性负性情感量表(positive and negative affect scale,PANAS)、情绪调节方式问卷(emotion regulation scale,ERS)和正性负性认知偏向量表(attention to positive and negative inventory scale,APNIS)对某部集训期新兵1 600人进行整群抽样调查.结果 ①某部新兵心理应激T分为(50.04±10.00).不同文化程度新兵心理应激水平差异有统计学意义(F =3.25,P＜0.05).②心理应激高分组在负性情绪、负性认知偏向和表达抑制上均显著高于心理应激低分组(P＜0.01),在正性情绪、正性认知偏向和认知重评上显著低于低分组(P＜0.01).③总体心理应激水平与正性情绪、正性认知偏向和认知重评呈显著负相关(r值分别为-0.49、-0.32、-0.21,P＜0.01);与负性情绪、负性认知偏向和表达抑制呈显著正相关(r值分别为0.48、0.34、0.12,P＜0.01).④正性情绪、负性情绪、负性认知偏向和正性认知偏向可有效预测心理应激水平,总解释率为37.6％.⑤认知重评在正性情绪与心理应激水平之间起调节作用.结论 新兵的心理应激水平与情绪体验特点、情绪调节方式之间密切相关.     

综合性心理训练对新疆某部新兵心理健康水平的影响

目的调查综合性心理训练对新兵心理健康水平的影响,为促进其心理健康提供理论依据。方法选取2013年9至12月新疆某部新兵613名,采用方便抽样方法分为训练组(n=306)和对照组(n=307),在综合性心理训练前后采用简易应对方式问卷、军人情绪调节问卷及军人社会支持量表,分别对两组新兵的心理健康水平进行测试。结果与对照组比较,通过综合性心理训练,训练组消极应对得分显著降低(P=0.000),认知重视和行为抑制得分均显著增高(P=0.000,P=0.005),新兵社会支持及各维度得分均显著增高(P均<0.05)。新兵的应对方式与情绪调节各因子均呈显著正相关(P均<0.01),社会支持及各因子与情感求助和自我安慰呈正相关(P均<0.05),与认知重视和行为抑制呈负相关(P均<0.05)。线性逐步回归结果显示,积极应对和消极应对对认知重视、情感求助、行为抑制及自我安慰的影响具有统计学意义(P均<0.05);对支持的利用度及认知重视和行为抑制的影响具有统计学意义(P均<0.05)。结论综合性心理训练对提高新兵心理健康水平有显著作用。     

集训期新兵心理应激及影响因素研究

目的：探讨集训期新兵心理应激及相关影响因素,为新兵心理素质训练和心理健康教育提供科学依据。方法采用问卷调查法,整群抽取2013年某部集训期新兵共720名,应用应激反应问卷（SRQ）、艾森克个性问卷（EPQ）、特质应对方式问卷（TCSQ）、症状自评量表（SCL‐90）进行团体心理测试和分析。结果集训期新兵SCL‐90总分和各因子分均显著低于2000年新兵常模（P＜0．01）;与2004年中国军人SCL‐90常模比较,躯体化、焦虑、恐怖因子分显著高于国内军人,敌对性、偏执因子分显著低于国内军人（P＜0．05）,独生子女及兵源所在地为城镇户口的新兵心理应激反应较重,不同文化程度新兵心理应激总分和各因子分比差异无统计学意义（P＞0．05）。相关分析结果显示,SCL‐90总分、SRQ总分与情绪稳定性、消极应对方式呈显著正相关（P＜0．01）,与内外倾、掩饰性呈显著负相关（P＜0．01）,SCL‐90总分与SRQ总分呈显著正相关（P＜0．01）。回归分析结果显示,对集训期新兵心理应激有显著预测作用的因子依次为：消极应对、稳定性、内外倾、精神质、是否独生子女。5个变量的决定系数R2＝0．558,F＝163．65,P＜0．01。结论2013年集训期新兵整体心理健康状况良好,个体心理健康状况、个性特征和应对方式对集训期新兵心理应激有显著预测作用。     

军校新生急性应激反应的相关因素研究

目的 分析军校新生急性应激反应的相关因素,构建自我效能感、社会支持、应对方式、状态焦虑、特质焦虑与急性应激反应之间的路径模型.方法 采用一般自我效能感量表(GSES),领悟社会支持量表(PSSS),应对方式问卷,状态-特质焦虑问卷(STAI),急性应激反应量表(ASRS),对584名军校新生进行抽样调查.结果 ①急性应激反应量表各因子得分较低,其中认知改变较重[(0.21±0.21)分],病理改变较轻[(0.053±0.114)分].②急性应激反应与自我效能感、社会支持及积极应对、消极应对、状态焦虑和特质焦虑显著相关(P＜0.01).③消极应对(路径系数=0.130)、状态焦虑(路径系数=0.002)和特质焦虑(路径系数=0.005)直接影响新牛的急性应激反应,同时,自我效能感(路径系数=- 1.292)通过状态焦虑间接影响急性应激反应,自我效能感(路径系数=-7.465)以及社会支持(路径系数=-0.294)都通过特质焦虑间接影响急性应激反应.结论 军校新生急性应激反应受消极应对、特质焦虑和状态焦虑的直接影响,其中消极应对方式是导致急性应激反应的最主要原因.     

孤独症儿童父母的生活质量与应对方式相关性研究

目的 探讨孤独症儿童父母的生活质量状况、应对方式及其相关性.方法 使用生活质量综合评定问卷、应付方式问卷对68例孤独症儿童的父母和64例健康儿童父母进行对照研究.同时利用t检验和多因素回归分析进行数据分析.结果 实验组的物质生活维度、心理健康维度[(48.18±12.80)分,(60.63±10.18)分]低于正常对照组[(52.71±9.84)分,(65.79±8.64)分],差异有显著性(t=-2.04,P＜0.05;t=-3.09,P＜0.01).实验组"解决问题"的应对方式少于对照组;幻想、退避的应对方式多于对照组.多因素回归分析的结果显示"解决问题"方式对生活质量总分以及躯体健康维度、心理健康维度、社会功能维度都可以有影响,呈正相关;"幻想"方式会影响生活质量总分,"退避"方式的会影响心理健康维度,均呈负相关.结论 孤独症儿童父母易出现物质生活和心理健康方面的生活质量下降;他们应对生活应激事件时的应对方式,对生活质量、心理健康会产生不良的影响,应进行早期干预.     

医学研究生亚健康状态及相关因素的研究

目的 探讨医学研究生亚健康状态的现状及其相关影响因素,为促进医学研究生身心健康提供依据.方法 采用亚健康状态自评表、研究生心理压力源量表、简易应对方式问卷及社会支持评定量表对689名医学研究生进行调查研究.结果 ①52.7%的医学研究生处于亚健康状态.②亚健康状态与心理压力源7个维度(r=0.527;r=0.501;r=0.438;r=0.471;r=0.417;r=0.420;r=0.318)、消极应对方式(r=0.275)呈显著正相关(均P＜0.01),与客观支持(r=-0.229)、主观支持(r=-0.277)、支持利用度(r=-0.184)、积极应对(r=-0.213)呈显著负相关(均P＜0.01).③多元回归分析表明,影响医学研究生亚健康状态的因素依次为学业压力(sβ=0.242,P＜0.01),消极应对(sβ=0.198,P＜0.01),经济压力(sβ=0.186,P＜0.01),人际交往压力(sβ=0.161,P＜0.01),积极应对(sβ=-0.146,P＜0.01),主观支持(sβ=-0.127,P＜0.01),就业前途压力(sβ=0.082,P＜0.05).结论 亚健康状态在医学研究生中普遍存在;亚健康状态与学业压力,消极应对,经济压力,人际交往压力,积极应对,主观支持,就业前途压力密切相关.     

老年脑卒中病人应对方式与自我效能、健康行为的相关性分析

目的探究老年脑卒中病人应对方式与自我效能、健康行为间的相关性。方法选择120例老年脑卒中病人作为研究对象,发放一般资料调查表、医学应对方式量表(MCMQ)、一般自我效能量表(GSES)和脑卒中健康行为量表(HBS-SP)完成问卷调查,收集问卷后对比与全国常模之间的得分差异;对老年脑卒中病人的应对方式、自我效能、健康行为进行相关性分析。结果老年脑卒中病人应对方式总分为(41.49±4.73)分,其中面对维度评分均低于全国常模(P < 0.01),回避维度高于全国常模(P < 0.01)。老年脑卒中病人自我效能平均(25.93±3.35)分,近80%的病人自我效能处于中低等水平。老年脑卒中病人的面对维度与自我效能之间呈正相关关系(P < 0.01),回避维度和屈服维度与自我效能之间呈负相关关系(P < 0.05和P < 0.01)。老年脑卒中病人自我效能与健康行为总分及各维度之间均呈正相关关系(P < 0.05~P < 0.01);老年脑卒中病人面对维度与健康行为及各维度得分呈正相关关系(P < 0.05~P < 0.01),回避与屈服与健康行为总分及各维度得分呈负相关关系(P < 0.05)。结论老年脑卒中病人的自我效能、应对方式、健康行为之间存在明显关联,积极的应对方式、较高的自我效能是老年脑卒中病人健康行为的积极促进因素,自我效能较高者更倾向于采取面对的应对方式。     

心理压力和消极事件应对方式对青少年情绪的影响

目的 探讨青少年心理压力和对消极事件应对方式的特点,研究心理压力和对消极事件应对方式对青少年情绪的影响.方法 以五城市的5870名中学生为被试,采用心理压力问卷、消极事件应对方式量表和简明心境量表进行测量.结果 ①心理压力各因子平均分显示青少年升学压力较大[(3.31±0.91)分];应对方式平均分显示青少年更倾向于用外向的应对方式应对消极事件.②方差分析结果表明,家庭压力男生[(2.11±1.25)分]显著高于女生[(2.04±1.19)分] (P＜0.05),升学、形象压力均女生显著高于男生(P＜0.01);女生较男生更倾向于用外向的应对方式[(3.11±0.77)分 vs (2.77±0.81)分](P＜0.01);随着年级增长,青少年除家庭压力外的其他各种心理压力增大,并逐渐倾向于内向的应对方式.③心理压力和应对方式对情绪的回归分析表明,各种心理压力对消极情绪有正向预测效应,对积极情绪有负向预测作用(P＜0.001);外向应对方式对积极情绪有正向预测效应,内向应对方式对消极情绪有正向预测效应(P＜0.001).结论 青少年升学压力较大,男生和女生对消极事件应对方式有不同的特点,随着年级的增高青少年除家庭压力外的其他压力都呈升高趋势,同时青少年对消极事件逐渐转向内向的应对方法.心理压力和应对方式对青少年情绪有预测能力.     

社会支持在人类免疫缺陷病毒感染孕产妇负性情绪和应对方式之间的中介效应

目的 探讨社会支持在人类免疫缺陷病毒(HⅣ)感染孕产妇负性情绪与应对方式之间的中介效应.方法 利用社会支持评定量表(SSRS)、预防HIV母婴传播知信行量表(KAPS-PMTCT)、焦虑自评量表(SAS)、抑郁自评量表(SDS)、Berger HIV感知歧视量表(BHSS)和简易应对方式问卷(SCSQ),通过方便抽样的方法选取202名HIV感染孕产妇进行测试,采用Pearson相关分析和结构方程模型分析变量之间的关系.结果 社会支持、负性情绪与应对方式两两之间的总得分均存在相关性;社会支持总分与负性情绪总分(P＜0.05)、消极应对得分(P＜0.01)均呈负相关,与积极应对得分呈正相关(P＜0.01);负性情绪总分与积极应对得分呈较弱的负相关(P=0.07),与消极应对得分呈较强的正相关(P＜0.01).结构方程模型表明负性情绪主要是通过社会支持的中介作用间接影响HIV感染孕产妇的应对方式(x2/d f=1.835,拟合优度指数为0.975,调整拟合优度指数为0.961,范式拟合指数为0.950,增值拟合指数为0.938,比较拟合指数为0.981,简约调整比较拟合指数为0.452,近似误差均方根为0.064),对积极应对与消极应对总的中介效应量分别为-0.273、0.522.结论 社会支持是HW感染孕产妇负性情绪与应对方式之间的重要中介变量.     

社会支持、应对方式在依恋影响心理健康中的作用

目的 探讨依恋对心理健康的直接影响以及依恋通过应对方式、社会支持对心理健康的间接影响.方法 采用整群抽样的方法 对哈尔滨市某技工学校一年级新生372人进行亲密关系经历量表(ECR),症状自评量表(SCL-90),应对方式量表(CSS),领悟社会支持(PSSS)问卷调查.结果 (1)SCL-90总分与父、母,同伴依恋焦虑,与父、母依恋回避呈显著正相关(r=0.165～0.370,P＜0.01);与情绪集中性应对显著正相关(r=0.291～0.552,P＜0.01);与领悟社会支持呈显著负相关(r=-0.245,P＜0.01).(2)父、母,同伴依恋焦虑与情绪集中性应对呈显著正相关(r=0.237～0.383,P＜0.01),而父、母,同伴依恋回避与问题集中性应对呈显著负相关(r=-0.267～-0.403,P＜0.01).(3)领悟社会支持与父、母,同伴依恋回避呈显著负相关(r=-0.425～-0.459,P＜0.01),而与父、母,同伴依恋焦虑相关不显著.(4)依恋焦虑通过应对方式影响心理健康,应对方式的中介效应占总效应的65.2%;依恋回避调节领悟社会支持.结论 (1)依恋焦虑和回避对心理健康状况都有直接影响;(2)依恋焦虑也可通过情绪集中性应对的中介作用间接影响心理健康,依恋回避通过对社会支持的调节效应影响心理健康.     

护理本科生社会适应与心理弹性、社会支持和应对方式的关系

目的 探讨护理本科生社会适应与心理弹性、社会支持、应对方式的关系.方法 采用分层整群随机抽样法,选取山东2所医学类高校的758名护理专业本科生,用中国大学生适应量表（CCSAS）、成人心理弹性量表（RSA）、社会支持评定量表（SSRS）、简易应对方式问卷（SCSQ）进行问卷调查,并用结构方程模型进行路径分析.结果 护理本科生社会适应与心理弹性、社会支持、积极应对方式均呈显著正相关（r=0.113～0.607,P＜0.01）,消极应对只与校园适应呈显著负相关（r=-0.117,P＜0.01）.通过路径分析显示,心理弹性、社会支持、积极应对对社会适应有直接预测作用（β=0.57,P＜0.05;β=0.26,P＜0.05;β=0.1,P＜0.05）,心理弹性、积极应对在社会支持和社会适应之间起中介作用（β=0.31,P＜0.05;β=0.05,P＜0.05）.结论 护理本科生的社会适应与心理弹性、社会支持和积极应对方式密切相关.