心理健康,性别,以及高等教育程度
Kaspar Burger1,2,3, Diego Strassmann Rocha4
1Jacobs Center for Productive Youth Development & Department of Sociology, University of Zurich, Andreasstrasse 15, 8050 Zurich, Switzerland.
概括
学生的心理健康与非学生相似,对生活的积极态度显著提高了所有性别的高等教育学位. 其他心理健康方面的影响最小.
科学领域:
- 心理学 心理学 心理学
- 社会学 社会学 社会学
- 教育教育教育教育教育教育.
背景情况:
- 心理健康对于学业成功至关重要.
- 了解心理健康和教育成就之间的相互作用至关重要.
- 风险和弹性框架为学生心理健康提供了洞察力.
研究的目的:
- 在高等教育学生和非学生之间比较心理健康.
- 检查学生的心理健康是否预测了获得高等教育学位.
- 调查心理健康对教育成绩的影响中的性别差异.
主要方法:
- 使用了瑞士全国代表性的小组研究 (N=2070名学生,N=3755名非学生).
- 评估了心理健康的五个方面:对生活的积极态度,自尊,自我效能,负面情感和感知压力.
- 在风险和弹性框架内使用回归分析.
主要成果:
- 在学生和非学生之间,整体的心理健康状况是可比的.
- 学生报告自尊心更高,自我效能更低,负面情感更强,感知压力更高.
- 对生活的积极态度显著预测了获得高等教育学位;其他方面显示影响最小.
- 心理健康对教育成绩的影响在不同性别之间是一致的.
结论:
- 虽然学生经历了一些不同的心理健康挑战,但积极的态度是学业成功的关键.
- 针对积极的态度可能会提高不同学生群体的教育成果.
- 进一步的研究应该探索高等教育中细微的心理健康干预措施.
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