深圳市特殊家庭学生学习焦虑影响因素分析

目的 了解深圳市特殊家庭学生学习焦虑状况及影响因素,为缓解学生学习焦虑情绪提高科学依据.方法 采用分层整群抽样方法,应用心理健康诊断量表(MHT)对深圳市特殊家庭学生进行学习焦虑诊断测试.结果 深圳市特殊家庭学生学习焦虑报告率为42.9%,女生为43.2%;单亲家庭.再婚家庭.寄养家庭和残疾/特困家庭学生学习焦虑量表分均值分别为6.93,6.67,7.01,6.61,差异尢玩计学意义;父亲的拒绝/否认、过度保护,母亲的过分干涉/过度保护和父母自身的躯体化症状是特殊家庭学生学习焦虑的危险因素(均OR>1,P<0.05或P<0.01).结论 深圳市特殊家庭学生学习焦虑状况较为严重,父母教养方式及父母躯体化症状是特殊家庭生学习焦虑的主要危险因素.

Learning-related anxiety and its influencing factors among middle school students living in non-traditional families in Shenzhen

Objective To analyze learning-related anxiety and its influencing factors among children living in non-tra-ditional families in order to provide a basis for the control of the anxiety. Methods A multi-stage stratified cluster sampling survey with a questionnaire entitled "Mental Health Testing" (MHT) was conducted to evaluate the anxiety associated with learning. Results The reported rate of study anxiety among the students was 42. 5% (41.9% in boys,43.2% in girls). The mean scores of anxiety for the students from single-parent, remarriage, fosterage and disable/poor families were 6.93,6. 67, 7. 01,6. 61 ,respectively,with no significant difference between various family types. Anxiety about learning was found to be related positively to negation and overprotection from the father, over-interference and overprotection from the mother, and the somatization of illness symptoms among the parents(OR > 1 ,P <0. 05 or P <0.01). Conclusion The problem of learn-ing-related anxiety among the students living in non-traditional families was serious,with the manner of bringing-up and soma-tization of illness symptoms among the parents as the major risk factors.