医科院校研究生积极心理健康状况及其影响因素研究

发布时间：2018-04-25 20:03

本文选题：医科院校 + 研究生　；参考：《现代预防医学》2017年16期

【摘要】：目的探讨医科院校研究生积极心理健康状况及其影响因素。方法采用简版心理健康连续体量表(成人版)对广州市某医科大学2016级研究生进行问卷调查。结果医科院校研究生情绪幸福感得分为(11.27±2.14)分,社会幸福感得分为(17.51±4.72)分,心理幸福感得分为(23.07±5.10)分,简版心理健康连续体量表总分为(51.85±10.51)分;心理健康状态为颓废萎靡者212人(13.1%),中等程度者1 236人(76.3%),振作向上者172人(10.6%);低分条目表现为社会幸福感,高分条目主要表现为心理幸福感;不同培养类型、婚姻状况、家庭排行、家庭居住地、家庭经济、专业满意度、体育活动频率及时间者心理健康状况差异有统计学意义(P0.05);专业满意度、家中排行、体育活动时间3个变量进入Logistic回归方程,模型的预测准确率为76.3%。结论专业满意度、家中排行、体育活动时间是预测医科院校研究生积极心理健康状况的重要因素,增加专业认同教育、适当进行体育锻炼有助于提高积极心理健康状况。
[Abstract]:Objective to investigate the positive mental health status and influencing factors of postgraduate students in medical colleges and universities. Methods a questionnaire survey was conducted on the 2016 graduate students of a Medical University in Guangzhou by a simplified version of mental health continuous body scale (adult edition). Results the scores of emotional well-being of graduate students in Medical Colleges and universities were (11.27 + 2.14), and the score of social well-being was (17.51 + 4.72). The score of psychological well-being was (23.07 + 5.10), and the total score of the mental health continuous body scale was (51.85 + 10.51), 212 (13.1%), 1236 (76.3%) and 172 (10.6%) on the middle level; the low score was social happiness, and the high score items were mainly psychological happiness. There were significant differences (P0.05) with the differences of the culture type, marital status, family ranking, home residence, family economy, professional satisfaction, physical activity frequency and time (P0.05); professional satisfaction, family ranking, sports activity time entered the Logistic regression equation, and the prediction accuracy of the model was 76.3%. conclusion. It is an important factor to predict the positive mental health status of graduate students in medical colleges and universities. The increase of professional identity education and proper physical exercise can help to improve the positive mental health status.

【作者单位】：南方医科大学公共卫生学院心理学系;
【基金】：2014年度教育部人文社会科学研究一般项目(14YJA190013) 2015年度省级学校德育创新项目(2015DYZZ032)
【分类号】：G444

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