上海市中学生心理健康状况与生活事件之间关系的横断面研究(英文)

背景 在国内,学生的人口学特征及负性生活事件与其心理健康的关系尚未得到充分的研究。目的 评估中学生中各种生活应激事件的发生率,确定与中学生自我感知的心理健康问题密切相关的人口学特征和生活事件的类型。方法 采用分层随机抽样的方法进行横断面调查,抽取上海市2个区4所中学共1818名学生,应用2种自评问卷进行评估:长处与困难问卷(Strengths and Difficulties Questionnaire,SDQ)学生版和用于评估11项负性生活事件的简易版青少年生活事件量表(Adolescent Self-rating Life Events Checklist,ASLEC)。结果 中学生报告的常见负性生活事件为学习压力(74%),受到批评(66%),家庭冲突(29%)以及受人欺负、歧视或人际关系紧张(26%),但是这些事件的发生率因学生的性别、学校类型以及所处城郊位置不同而有所差异。同样,不同组别的学生其生活事件所致心理应激水平、心理困难总分以及社会行为水平亦有所不同。多因素线性回归分析表明,评估前6个月内心理困难的独立预测因素依次为(按照重要性先后顺序):过去一年内负性生活事件所致的应激总评分高,受人欺负、歧视或人际关系紧张,没有发生亲人死亡,男性,学校位于郊区,以及未患重病或残疾。社会行为水平的独立预测因素依次为负性生活事件所致的应激总评分高,学校位于城区,女性,普通中学(与重点中学比),受人欺负、歧视或人际关系紧张,没有发生亲人死亡,初中(与高中比)。结论 与中学生的应激和社会行为相关的众多因素之一是负性生活事件。进一步需要开展前瞻性研究以阐明中学生应激与负性生活事件的因果关系,开展并验证人群特异性的干预方法以减轻应激、增加适应性社会行为。

Cross-sectional study on the relationship between life events and mental health of secondary school students in Shanghai, China

Background： The relationship of demographic school students has not been fully explored. Aim Assess the prevalence of different types of factors and negative life events to the mental health of mainland Chinese ife stressors among secondary school students and identify the demographic characteristics and types of life events that are most closely associated with perceived psychological difficulties in these students. Methods： This cross-sectional study administered two self-completion questionnaires to a stratified random cluster sample of 1818 students from four secondary schools in two districts of Shanghai： the Strengths and Difficulties Questionnaire （SDQ） and an abbreviated version of the Adolescent Self-rating Life Events Checklist （ASLEC） that assesses 11 negative life events. Results： Academic stress （74%）, criticism from others （66%）, family conflict （29%） and peer bullying ＆ discrimination or interpersonal conflict （26%） were the most frequently reported negative life events, but their prevalence varied significantly by gender, type of school and urban versus rural residence. Similarly the level of reported psychological stress associated with life events, the total perceived psychological difficulty, and the level of pro-social behavior in the students varied significantly between different groups of students. Multivariate linear regression analysis identified the following independent predictors of high perceived psychological difficulty in the prior 6 months （in order of importance）： high total stress score from negative life events in the prior year, experiencing peer bullying ＆ discrimination or interpersonal conflict, not experiencing the death of a family member, male gender, attending a school in a rural district, and not suffering from a major disease or physical impairment. The independent predictors of a high level of pro-social behavior were high total stress score from negative life events, attending an urban school, female gender, attending a regular-tier school （vs. a high-tier school）, experiencing peer bullying ＆ discrimination or interpersonal conflict, not experiencing the death of a family member, and attending a middle school （vs. a high school）. Conclusion： Negative life events are one of many factors associated with perceived stress and level of pro-social behavior in secondary school students. Prospective studies are needed to clarify the causal pathways that connect stress with negative life events in students and to develop and test cohort-specific interventions aimed at decreasing stress and increasing pro social behaviors.