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目的探讨高校教师应对方式与心理健康的关系。方法采用简易应对方式量表和症状自评量表(SCL—90)对259名高校教师进行调查。结果高校教师的消极应对方式与心理健康得分呈极显著正相关(r=0.394,P<0.01),而高校教师的积极应对方式与心理健康得分呈极显著负相关(r=-0.202,P<0.01);回归分析显示,应对方式对心理健康有较好的预测作用,其中消极应对方式对心理健康有正向预测作用,积极应对方式对心理健康有负向预测作用,二者可以解释心理健康9.1%的变异量,得到心理健康的回归方程为:高校教师心理健康=0.233×消极应对—0.226×积极应对。结论高校教师的心理健康水平与其采用的应对方式有着密切的关系,高校教师越采取积极应对方式,其心理健康状况越好;反之,高校教师越采取消极应对方式,其心理健康状况越差。
Objective To explore the relationship between college teachers’ coping style and mental health. Methods A total of 259 college teachers were investigated using the Simplified Coping Style Scale and the Symptom Checklist 90 (SCL-90). Results There was a significant positive correlation between negative coping styles and mental health scores among college teachers (r = 0.394, P <0.01), while negative coping styles were positively correlated with mental health scores (r = -0.202, P < 0.01). Regression analysis showed that the coping style had a good predictor of mental health. The negative coping style had a positive predictive effect on mental health, and the positive coping style had a negative predictive effect on mental health, both of which could explain mental health 9.1% of the variation, the regression equation to get mental health: mental health of college teachers = 0.233 × negative response -0.226 × positive response. Conclusions The mental health level of college teachers is closely related to the coping style adopted by them. The more they take the positive coping styles, the better the mental health status of college teachers. On the contrary, the worse the mental health status of college teachers when adopting negative coping styles.