性心理健康视角下对青春期学生系统开展性教育的实效性

  目的  比较从性认知、性价值观以及性适应等方面对青春期学生系统开展性教育的具体作用，为在中学开展全面性教育提供实践支持。  方法  采取整群抽样的方法，抽取四川省6所普通中学及职业中学的3 369名初中及高中学生，分为系统开展性教育的学校以及非系统开展性教育学校，采用青春期性心理健康量表进行调查研究。  结果  接受系统教育的青春期学生与非系统性教育学生的性认知(7.54±1.41，7.20±1.66)、性价值观(7.60±1.17，7.30±1.24)、性适应(11.49±1.29，11.10±1.41)差异均有统计学意义(t值分别为5.95，6.80，7.57，P值均 < 0.01)。在初中阶段接受过系统性教育的学生在性认知、性价值观和性适应方面均高于接受非系统性教育的学生(P值均 < 0.01)。但在高中阶段，系统性教育的差异仅仅表现在性价值观总分、性观念、性控制力以及性适应中的自身适应等方面(P值均 < 0.01)。而接受系统性教育和非系统性教育的男女生在性认知、性价值观和性适应等方面差异均有统计学意义(P值< 0.01)。  结论  相比非系统地开展学校性教育，系统的性教育更有利于青春期学生的性心理健康。

Effectiveness of systematic sex education for adolescent students from the perspective of sexual mental health

  Objective  To conduct a comparative study on the specific effects of systematic sex education on adolescent students in terms of sexual cognition, sexual values, and sexual adaptation, and to provide the support for conducting a comprehensive education in middle schools.  Methods  A whole-group sampling method was used to select 3 369 middle and high school students from six general and vocational middle schools in Sichuan Province, which were divided into systematic sex education schools and non-systematic sex education schools, and a comparative study was conducted using the Adolescent Mental Health Scale.  Results  The results showed that the adolescent students who received systematic sex education were significantly different from those who did not receive systematic sex education in terms of sex-related cognition (7.18±6.24, 5.65±7.40), sexual values(7.60±1.17, 7.30±1.24), and sexual adjustment (11.49±1.29, 11.10±1.41). All differed significantly (t=5.95, 6.80, 7.57, P < 0.01). The students who received systematic education in junior middle school were higher than those who received non-systematic education in sex-related cognition, sexual values and sexual adaptation (P < 0.01). However, in senior high school, the differences in systematic education are only shown in sexual values control and self-adaptation in sexual adjustment (P < 0.01). There were significant differences in sex-related cognition, sexual values and sexual adjustment between male and female students who received systematic education and non-systematic education (P < 0.01).  Conclusion  Systematic sex education is more beneficial to the psychosexual health of adolescent students than non-systematic sex education in schools.