目的 探讨某医学院校学生情绪问题与家庭环境、亲密关系处理能力的关系,为后续采取有效的干预技术及方法提供依据。方法 以班级为单位,按照从一年级到四年级分层随机整群抽取某医学院校所有专业1810名学生为研究对象,运用焦虑自评量表、抑郁自评量表、社交焦虑量表、中文版家庭环境量表和亲密关系处理能力问卷对其进行心理测评。结果 焦虑、抑郁和社交焦虑3个情绪变量之间呈现两两正相关,具有统计学意义(均P＜0.001);情绪变量与家庭环境各因子、关系处理能力显著相关,具有统计学意义(均P＜0.01)。结构方程模型分析表明,家庭环境对焦虑情绪产生直接影响,也通过抑郁这个中介变量对焦虑情绪产生间接影响;家庭环境对抑郁情绪产生直接影响,也通过焦虑这个中介变量对抑郁情绪产生间接影响;家庭环境通过焦虑、抑郁、亲密关系处理能力这3个中介变量对社交焦虑产生间接影响。结论 不良的家庭环境和低水平的亲密关系处理能力是医学生情绪问题发生的影响因素;并且情绪变量之间显著相关,心理健康教育工作中应当关注情绪症状群,而不是针对单一情绪状态。
Objective To explore the relationship of students' emotional problems and family environment, and close relationship processing capacity in a college providing evidence for subsequent effective intervention techniques and methods.Methods Class random cluster sampling was conducted among 1810 university students as the research object. Using self-rating anxiety scale(SAS), self-rating depression scale(SDS), Liebowitz social anxiety scale (LSAS), family environment scale-Chinese version (FES) and relationships skills questionnaire (RSQ) evaluate all objects in a college.Results Anxiety, depression, and social anxiety was significant correlation each other (P＜0.001). Emotional variables with each factor of family environment, relationship skills were significantly correlated (P<0.01).Structural equation model analysis indicate that family environment direct effects on anxiety, also through the mediating variable (depression ) effects on anxiety; family environment direct effects on depression, also through the mediating variable (anxiety) effects on depression; family environment direct effects on social society, also through the mediating variable (anxiety, depression and relationships skills) effects on social society.Conclusions Bad family environment and the low level of relationship skills influent on the medical students' emotional problems, and significant correlation exists among emotional variables. Therefore, psychological health education work should pay attention to emotional symptoms, rather than a single emotional state.
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