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目的了解云南省学前教育专业学生心理健康状况,为心理健康教育提供支撑依据。方法采用症状自评量表(SCL-90),对1 129名学前教育专业学生的心理健康状况进行调查。结果学前教育专业学生scl-90阳性检出率占28.70%。少数民族学生躯体化得分高于汉族(t=-2.76,P<0.05),农村学生人际敏感(t=2.87,P<0.01)、抑郁(t=2.16,P<0.05)因子得分高于城镇,差异有统计学意义。本科学生各因子得分均高于专科学生,差异有统计学意义。本科学生大二躯体化(F=2.91,P<0.05)、抑郁(F=3.04,P<0.05)和恐怖(F=3.07,P<0.05)得分高于大三,专科学生大二强迫症状(F=3.59,P<0.05)得分高于大一,差异有统计学意义。结论学前教育专业学生的心理健康水平较好;民族、生源地、性别、家庭结构、年级等因素对SCL-90得分影响较小;本科生心理问题高于专科生;大二是心理健康教育重要时期。
Objective To understand the mental health status of preschool education students in Yunnan Province and to provide support for mental health education. Methods A total of 1 129 preschool education majors were surveyed using the Self-rating Symptom Inventory (SCL-90). Results The pre-school education students scl-90 positive detection rate accounted for 28.70%. The score of somatization of ethnic minority students was higher than Han (t = -2.76, P <0.05), interpersonal sensitivity (t = 2.87, P <0.01) and depression (t = 2.16, The difference was statistically significant. Undergraduates score higher than college students, the difference was statistically significant. The scores of somatization (F = 2.91, P <0.05), depression (F = 3.04, P <0.05) and horror (F = 3.07, F = 3.59, P <0.05) scores higher than freshman, the difference was statistically significant. Conclusions The preschool education majors ’mental health level is better; ethnicity, birthplace, sex, family structure, grade and other factors have little effect on the score of SCL-90; undergraduates’ psychological problems are higher than junior college students; sophomore is important for mental health education period.