新疆哈萨克族本科预科生的跨文化压力与抑郁的关系
发布时间：2019-06-03 05:25
【摘要】：目的:新疆是我国的少数民族自治区,有着独特多元文化环境,新疆的少数民族也有着自己独特的文化传统。当新疆少数民族学生到内地求学时,必然面对巨大的文化差异,因此他们需要经历跨文化适应的过程中的各种压力事件,可能对他们的心理健康产生不良影响。本研究以新疆哈萨克族本科预科生为研究对象,研究跨文化压力对新疆哈萨克族本科预科生的抑郁的影响,并且研究跨文化压力在抑郁的影响因素对抑郁影响过程中的中介效应。方法:通过分层整群抽样,在新疆少数民族预科基地中随机抽取5所。对样本学校的在校哈萨克族本科预科生开展匿名调查,共招募386名哈萨克族本科预科生,有效问卷298份。调查问卷内容包括社会人口学特征、入校前后的经历、跨文化压力量表(ASSIS-28)、流调中心抑郁量表(CESD-20)。统计分析主要方法包括:单因素统计分析使用方差分析和t检验,多因素分析使用多重线性回归模型,中介效应分析使用路径分析模型,量表的信效度评价分别使用Cronbach's α和验证性因子分析。.结果:298份有效问卷中,男生109人(36.58%),女生189人(63.42%),平均年龄18.9岁(SD=0.8),年龄范围为16～22岁。186人(62.42%)来自农村,112人(37.58%)来自城市。跨文化压力量表(ASSIS-28)的Cronbach's α为0.95,各维度Cronbach's α为0.69(文化竞争力不足)～0.88(机会剥夺)。二阶验证性因子分析结果显示,模型拟合效果良好(χ2= 621.86,df= 326,p0.001;CFI = 0.94;SRMR = 0.05;RMSEA= 0.06),所有条目在相应因子上的因子载荷均有统计学意义(p0.01),所有一阶因子在二阶因子(跨文化压力)上的因子载荷也均有统计学意义(p0.01),其中想家维度的因子载荷最低(0.46,p0.01),其余维度的因子载荷均达到0.7以上。新疆哈萨克族本科预科生的CESD-20得分为16.1±10.2,CESD-20得分高于16的学生比例为42.95%。CESD-20在性别、学科类型、家庭所在地、家庭所在社区人口构成特征、父亲教育程度和母亲教育程度等方面的分布有统计学差异。多重线性回归模型结果显示,文科生、女生以及汉语能力差、学习困难、跨文化压力高是新疆哈萨克族本科预科生的抑郁的独立危险因素,其中跨文化压力是学科类型、汉语能力、学习困难三个因素与抑郁之间关系的中介效应,且该中介效应有性别差异:在男生中跨文化压力仅在学习困难和抑郁之间起中介效应,在女生中跨文化压力在汉语能力、学习困难与抑郁之间起中介效应。结论:新疆哈萨克族本科预科生的抑郁水平较高,说明其心理健康水平较差,需要采取有效的干预措施进行改善。抑郁的影响因素包括学科类型、性别、汉语能力、学习困难和跨文化压力,其中跨文化压力是学科类型、汉语能力、学习困难三个因素与抑郁之间关系的中介效应。本研究结果提示可以通过降低跨文化压力的水平,减少其他因素对抑郁的不良影响,从而降低新疆哈萨克族本科预科生的抑郁水平。
[Abstract]:Objective: Xinjiang is a minority autonomous region in China, which has a unique multicultural environment, and ethnic minorities in Xinjiang also have their own unique cultural traditions. When Xinjiang minority students go to the mainland to study, they must face great cultural differences, so they need to experience all kinds of stress events in the process of cross-cultural adaptation, which may have a negative impact on their mental health. This study takes Xinjiang Kazakh undergraduate preparatory students as the research object, and studies the influence of cross-cultural pressure on the depression of Kazakh undergraduate preparatory students in Xinjiang. And to study the mediating effect of cross-cultural stress on depression. Methods: five ethnic minority preparatory bases in Xinjiang were randomly selected by stratified cluster sampling. An anonymous survey was conducted among Kazakh undergraduate prep students in the sample school. 386 Kazakh undergraduate prep students were recruited and 298 valid questionnaires were collected. The questionnaire included socio-demographic characteristics, experience before and after school, Intercultural stress scale (ASSIS-28), flow Center Depression scale (CESD-20). The main methods of statistical analysis include: single factor statistical analysis using variance analysis and t test, multivariate analysis using multiple linear regression model, intermediary effect analysis using path analysis model, Cronbach's 伪 and confirmatory factor analysis were used to evaluate the reliability and validity of the scale. Results: of the 298 valid questionnaires, 109 were male (36.58%) and 189 were female (63.42%). The average age was 18.9 years (SD=0.8). 186 (62.42%) were from rural areas. 112 people (37.58%) came from the city. The Cronbach's 伪 of the Intercultural stress scale (ASSIS-28) was 0.95, and the Cronbach's 伪 of each dimension was 0.69 (insufficient cultural competitiveness) ~ 0.88 (deprivation of opportunity). The results of second-order confirmatory factor analysis showed that the fitting effect of the model was good (蠂 2 = 621.86, DF = 326, p0.001CFI = 0.94 SRMR = 0.05; RMSEA= 0.06. the factor loads of all items on the corresponding factors were statistically significant (p0.01), and the factor loads of all first-order factors on the second-order factors (cross-cultural stress) were also statistically significant (p0.01). Among them, the factor load of homesickness dimension is the lowest (0.46, p0.01), and the factor load of other dimensions is above 0.7. The CESD-20 score of Kazakh undergraduate preparatory students in Xinjiang was 16.1 卤10.2. The proportion of students whose CESD 鈮，
本文编号：2491706
[Abstract]:Objective: Xinjiang is a minority autonomous region in China, which has a unique multicultural environment, and ethnic minorities in Xinjiang also have their own unique cultural traditions. When Xinjiang minority students go to the mainland to study, they must face great cultural differences, so they need to experience all kinds of stress events in the process of cross-cultural adaptation, which may have a negative impact on their mental health. This study takes Xinjiang Kazakh undergraduate preparatory students as the research object, and studies the influence of cross-cultural pressure on the depression of Kazakh undergraduate preparatory students in Xinjiang. And to study the mediating effect of cross-cultural stress on depression. Methods: five ethnic minority preparatory bases in Xinjiang were randomly selected by stratified cluster sampling. An anonymous survey was conducted among Kazakh undergraduate prep students in the sample school. 386 Kazakh undergraduate prep students were recruited and 298 valid questionnaires were collected. The questionnaire included socio-demographic characteristics, experience before and after school, Intercultural stress scale (ASSIS-28), flow Center Depression scale (CESD-20). The main methods of statistical analysis include: single factor statistical analysis using variance analysis and t test, multivariate analysis using multiple linear regression model, intermediary effect analysis using path analysis model, Cronbach's 伪 and confirmatory factor analysis were used to evaluate the reliability and validity of the scale. Results: of the 298 valid questionnaires, 109 were male (36.58%) and 189 were female (63.42%). The average age was 18.9 years (SD=0.8). 186 (62.42%) were from rural areas. 112 people (37.58%) came from the city. The Cronbach's 伪 of the Intercultural stress scale (ASSIS-28) was 0.95, and the Cronbach's 伪 of each dimension was 0.69 (insufficient cultural competitiveness) ~ 0.88 (deprivation of opportunity). The results of second-order confirmatory factor analysis showed that the fitting effect of the model was good (蠂 2 = 621.86, DF = 326, p0.001CFI = 0.94 SRMR = 0.05; RMSEA= 0.06. the factor loads of all items on the corresponding factors were statistically significant (p0.01), and the factor loads of all first-order factors on the second-order factors (cross-cultural stress) were also statistically significant (p0.01). Among them, the factor load of homesickness dimension is the lowest (0.46, p0.01), and the factor load of other dimensions is above 0.7. The CESD-20 score of Kazakh undergraduate preparatory students in Xinjiang was 16.1 卤10.2. The proportion of students whose CESD 鈮，
本文编号：2491706
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