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目的研究高护新生领悟社会支持、应对方式与心身健康水平的关系,为有针对性的开展心理健康教育提供科学依据。方法采用随机整群取样,从本校高护新生中抽取4个班118名学生作为调查对象。采用领悟社会支持量表、应付方式问卷和症状自评量表进行问卷测评,并对结果进行相关及回归分析。结果相关分析显示:解决问题、家庭外支持和社会总支持与心身反应的人际关系敏感、抑郁、精神病及总分呈负相关(P<0.05或P<0.01);合理化与强迫、人际关系敏感、抑郁、敌对和偏执因子均呈正相关(P<0.05或P<0.01);自责行为与心身反应总分和9个因子均呈显著正相关(P<0.01)。回归分析显示:影响学生心身反应的主要因素有应对的自责行为和领悟朋友支持(P<0.05或P<0.01),2个因素可解释因变量的32.2%。结论高护新生领悟社会支持、应对方式与心身反应密切相关;应对方式中的自责和领悟朋友支持是心身反应的重要影响因素。
Objective To study the relationship between perceived social support, coping style and psychosomatic fitness of high nursing freshmen, and to provide a scientific basis for carrying out mental health education pertinently. Methods Random cluster sampling was used to select 118 students from 4 classes in our college. A questionnaire was used to evaluate the social support questionnaire, coping style questionnaire and symptom self-rating scale, and the correlation and regression analysis of the results were carried out. Results Correlation analysis showed that interpersonal sensitivity, depression, mental illness and total score of family support and social support were negatively correlated (P <0.05 or P <0.01); rationalization and coercion, interpersonal sensitivity, Depression, hostility and paranoid factors were positively correlated (P <0.05 or P <0.01). There was a significant positive correlation between self-blame behavior and the total score of psychosomatic reaction and nine factors (P <0.01). Regression analysis showed that the main factors influencing students’ psychosomatic responses were self-blame behavior and comprehension friend support (P <0.05 or P <0.01), and two factors explained 32.2% of the dependent variable. Conclusion High nursing freshmen perceive social support, coping style and psychosomatic reaction are closely related; self-blame and comprehension in coping style friend support are important influencing factors of psychosomatic reaction.