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目的:探索家庭动力对大学新生适应的影响。方法:整群抽取上海市某高校2005级全体本专科生,在第一学期共有5208人参加了心理健康测查表(Psychologicalhealth inventory,PHI)普查,共筛查出456名PHI测试异常者。根据自愿原则,PHI异常组113名学生,正常组250名学生参加了第二学期的随访对照研究,用中国大学生适应量表和系统家庭动力学自评问卷进行了测查。结果:(1)PHI异常组113人中有32人为适应不良,适应不良检出率为28.3%,PHI正常组250人中有19人为适应不良,适应不良检出率7.6%。新生适应能力女生好于男生[(218.1±27.8)vs.(204.4±30.3),P<0.001];上海生源适应得分高于非上海生源[(220.8±29.3)vs.(209.8±28.7),P<0.001]。(2)人际关系适应与系统逻辑、个性化维度呈负相关(r=-0.40,-0.36;P<0.01或0.05),择业适应与家庭气氛负相关(r=-0.42,P<0.01),情绪适应与疾病观念正相关(r=0.32,P<0.05),个性化与总适应负相关(r=-0.33,P<0.05)。多元逐步回归显示:疾病观念、PHI中的抑郁是影响新生适应能力的主要因素(β=0.12、-0.11)。(3)入学半年后具有不同转归的大学生,在家庭动力的3个维度差异均有统计学意义,变坏组在家庭气氛、个性化和系统逻辑方面得分均高于变好组[(29.2±9.4)vs.(23.0±7.3),(18.9±6.1)vs.(16.7±4.8),(18.1±5.8vs.(15.5±3.7);P<0.01或0.05]。结论:大学新生适应能力受性别、父母受教育程度和生源地的影响;升入大学后,原家庭动力仍影响大学生的适应。
Objective: To explore the impact of family dynamics on college freshmen’s adaptation. Methods: A total of 5208 undergraduates were enrolled in a 2005 college-level undergraduates in Shanghai. In the first semester, a total of 5208 people participated in the general survey of Psychologicalhealth inventory (PHI), and 456 PHI abnormalities were detected. According to the voluntary principle, 113 students in the PHI abnormal group and 250 students in the normal group participated in the follow-up control study in the second semester. The questionnaire was conducted with the Chinese Students Adaptation Scale and the System Family Dynamics Questionnaire. Results: (1) 32 out of 113 people in PHI abnormal group were maladjusted, the rate of maladjustment was 28.3%, and 19 out of 250 people in PHI normal group were maladjusted and the rate of maladjustment was 7.6%. The adaptability of freshmen was better than that of boys [(218.1 ± 27.8) vs. (204.4 ± 30.3), P <0.001], and the students of Shanghai were higher than those of non-Shanghai students [(220.8 ± 29.3) vs. (209.8 ± 28.7) P <0.001]. (2) There was a negative correlation between interpersonal adaptation and system logic and personality dimension (r = -0.40, -0.36; P <0.01 or 0.05). Occupational adaptation was negatively correlated with family atmosphere (r = -0.42, P <0.01) There was a positive correlation between emotional adaptation and disease concept (r = 0.32, P <0.05), and personalization was negatively correlated with total fitness (r = -0.33, P <0.05). Multiple stepwise regression showed that the concept of illness, depression in PHI, was the major factor affecting the freshmen’s adaptability (β = 0.12, -0.11). (3) There was significant difference among the three dimensions of motivation among college students who had different outcomes after half a year of enrollment, and the score of family deterioration, personality and system logic in the disability group was higher than those in the better group [(29.2 ± 9.4 vs. 23.0 ± 7.3, 18.9 ± 6.1 vs. 16.7 ± 4.8, 18.1 ± 5.8 vs 15.5 ± 3.7, P <0.01 or 0.05, respectively.Conclusion: The adaptability of freshmen Gender, education level of parents and origin of students; after entering the university, the motivation of the original family still affects the adaptation of college students.