生活技能教育对理工科高校学生心理健康水平的影响  

Effect of life-skills education on mental health level of students in universities of science and engineering

作　　者：田野[1] 马迎华[1] 吕晓静[2] 赵海[1] 宋娟[1] 李效鹏[1] 周佳[1] 

机构地区：[1]北京大学公共卫生学院,北京市100191 [2]北京市西城区疾病预防控制中心

出　　处：《职业与健康》2013年第20期2606-2608,共3页Occupation and Health

摘　　要：目的了解生活技能教育对理工科高校学生心理健康的影响,为在理工科高校中推广生活技能教育提供参考依据。方法在天津市某理工科高校开设以生活技能教育为主要内容的《健康与发展》选修课,对参加课程的90名学生在课程前后分别使用症状自评量表(SCL-90)进行问卷调查,根据量表评分对学生的心理健康水平进行评估。结果教学前后,学生的SCL-90评分变化有统计学差异,量表中躯体化、强迫症状、人际关系敏感、抑郁、焦虑、敌对、恐怖、偏执、精神病性这9项代表各种心理障碍的因子得分和总分均低于教学前(P<0.01)。总分阳性率和部分因子得分阳性率也均小于教学前(P<0.05)。结论生活技能教育有助于理工科高校学生心理健康水平的提高,在理工科高校推广生活技能相关课程很有必要。[ Objective] To know the effect of life-skills education on mental health of students in universities of science and engineering, provide the reference for popularizing the life-skills education in science and engineering universities. [ Methods] The selective course of Health and Development was designed and conducted in a science and engineering university in Tianjin. Before and after curriculum, the questionnaire survey was performed among 90 students who have taken this course, and the mental health levels of students were evaluated by SCL-90 scores. [ Results] There was significant difference in SCL-90 scores between before and after curriculum. The factor scores of somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, horror, paranoid and psychoticism, as well as total scores after curriculum were lower than those before curriculum （ P 〈 0.01 ）. The positive rates of total scores and some factor scores after curriculum were lower than those before curriculum （ P 〈 0.05 ）. [ Conclusion] Life-skills education can improve the mental health level of students in universities of science and engineering, so it is necessary to popularize the life-skills course in science and engineering universities.

关 键 词：生活技能教育 理工科大学生 症状自评量表 

分 类 号：R193[医药卫生—卫生事业管理]