青少年死亡焦虑与生活事件的关系  

Relationship between death anxiety and life events among adolescents

作　　者：刘世宏[1] 张婷[1] 李丹[1] 徐晓滢[2] 

机构地区：[1]上海师范大学教育学院心理学系,200234 [2]上海交通大学医学院

出　　处：《中国学校卫生》2014年第10期1516-1519,共4页Chinese Journal of School Health

基　　金：国家社科基金一般项目(12BSH056);上海市哲学社会科学规划教育学课题项目(A0911);上海学校德育决策咨询课题项目(2013-C-002)

摘　　要：目的了解青少年死亡焦虑发展特点及其与经历生活事件的关系,为开展相关教育实践以及相关机制研究提供实证依据。方法通过死亡焦虑量表和青少年生活事件自评量表,对人上海市两所7年制中学选取的六～十二年级2 348名学生进行调查。结果不同年级青少年死亡焦虑总分差异无统计学意义（F（6,2334）=1.70,P=0.12）,但在死亡焦虑维度上存在年级主效应（F（24,8133）=1.59,P〈0.05）,其中死亡过程年级间差异有统计学意义（F（6,2334）=3.22,P〈0.01）,七年级死亡焦虑水平低于其余各年级;不同性别青少年死亡焦虑总分差异有统计学意义（F（1,2334）=3.87,P〈0.05）,女生死亡焦虑总分高于男生,在死亡焦虑维度上存在性别主效应（F（4,2331）=19.65,P〈0.01）,女生焦虑水平高于男生。高死亡焦虑的青少年经历更多的生活事件压力（学习、人际关系、受惩罚、丧失和健康适应及总生活事件）（F（5,1526）=34.66,P〈0.01,η^2=0.10）。结论青少年死亡焦虑水平与生活事件压力密切相关。在开展死亡教育工作时,应关注在学校中体验到生活事件应激的学生。Objective To reveal the adolescent death anxiety characteristics and affiliation between experience of life events and death anxiety level. Methods This study make a survey of 2 348 students from grade 6 to 12, used death anxiety scale （DAS） , and self-evaluation of adolescent life events questionnaire. Results MONOVA showed that there was no grade main effect but with gender main effect about the overall death anxiety, but death anxiety within specific dimensions existed grade main effect, as well as the gender main effect. Adolescents with different death anxiety level had significant life events stress. We found that, when not divided into dimensions, the differences between grades were not significant. In death anxiety, the dimension ＂ fear of death process＂ existed grade difference, what＇s more, 7th grade death anxiety level was lower than the rest of the grades. Death anxiety existed gender differences, girls anxiety level was higher than boys, and such were the two dimension on ＂fear of death process＂ and ＂the fear of pain＂. Conclusion More attention should be given to the students who had experienced life events and gender should be in consideration in death education.

关 键 词：死亡 焦虑 生活变动事件 青少年 

分 类 号：B844.2[哲学宗教—发展与教育心理学]