卫生研究

目的探讨不同学习阶段学生特质应对方式的影响因素及与抑郁、焦虑的相关性。方法采用分层、随机整群方法抽取蚌埠地区2所大学,7所中学学生7315名,回收有效问卷7104份,其中初中生1919名,高中生1865名,大学生3320名,男生3533名,女生3571名,年龄12～22岁。对其进行问卷调查,内容包括:不同学习阶段学生一般人口学特征、个人特质、家庭环境因素和亚健康多维评定问卷。对不同学习阶段学生对应方式及其影响因素进行单因素分析和多因素的Regression分析及与抑郁、焦虑相关性研究。结果不同学习阶段学生消极应对方式和积极应对方式与父亲的文化程度、母亲的文化程度高低存在显著性差异(P<0.01);尤其是父母期望值的高低与青少年的积极应对有明显的统计学意义(P<0.01);不同学习阶段学生特质对应方式与母亲的文化程度、父亲的文化程度、朋友及性格有高度相关(P<0.01);不同学习阶段学生特质应对方式与焦虑和抑郁有高度的相关(P<0.01),不同学习阶段学生焦虑和抑郁与消极对应方式呈正相关(P<0.01)而于积极应对方式呈负相关(P<0.01)。结论不同学习阶段学生特质对应方式与母亲的文化程度、父亲的文化程度、朋友及性格有关,与焦虑和抑郁有高度的相关性。

Objective To investigate the coping style and their influential factors in different student groups.Methods Use stratified and random cluster sampling to collect 7315 students in seven high school and mid-schools in Bengbu district.The valid questionnaires were 7104.In these students,there were 1919 junior schools students,1865 high school students,and boys were 3533,girls were 3571.Age from 12 to 22.The questionnaires which contained demographic characteristics,family factors and multidimensional sub-health questionnaire of adolescents(MSQA) were used to test these students.The single factor analysis and Regression analysis were analyzed by SPSS(statistical package for social science) 13.0.Results There were significance difference between positive coping style,negative coping style and fathers'and mothers'education(P<0.01).There were significance difference between positive coping style and the parents' expectations(P<0.01).The patients' education,friends,characters and coping style were positively correlated(P<0.01).There were correlation between coping styles and anxiety and depression(P<0.01).There were positive correlation between passive coping style and anxiety and depression(P<0.01),and there were negative correlation between active coping style(P<0.01).Conclusion There was relationship between patients' education,friends,characters and adolescents' coping style,and there were high correlation between coping style and anxiety and depression.Enhance capacity to respond actively and cultivate optimistic attitude of learning were help to maintain and improve their positive coping style.