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在教师中对焦虑和抑郁症状的潜形状和网络分析
Peipei Zhai1, Kai Wu1, Wei Wang1
1School of Psychology, Henan University, Kaifeng, 475000, China.
Journal of affective disorders
|November 12, 2025
概括
教师表现出各种各样的焦虑和抑郁症症状. 识别这些不同的群体和性别差异是为教育工作者开发有针对性的心理健康干预措施的关键.
科学领域:
- 教育心理学教育心理学
- 心理健康研究 心理健康研究
- 公共卫生 公共卫生
背景情况:
- 教师的福祉对于国家发展和人才培养至关重要.
- 教师面临焦虑和抑郁症状的高风险,经常被忽视为一个同质的群体.
- 了解症状异质性对于有效的支持至关重要.
研究的目的:
- 在教师中识别焦虑和抑郁的潜形状.
- 在已识别的子组内精确确定核心症状.
- 检查高风险群体中症状呈现的性别差异.
主要方法:
- 在57,535名教师中,对焦虑和抑郁症状的潜形状分析.
- 网络分析以确定各个子组的核心症状.
- 网络比较用于分析高风险子组中的性别差异.
主要成果:
- 确定了三个教师子组:低风险,中等风险和高风险,所有教师都表现出并发性焦虑和抑郁症.
- 核心症状因子组而异,焦虑,抑郁和综合症状占主导地位.
- 在高风险组中观察到核心症状和网络强度的显著性别差异.
结论:
- 焦虑和抑郁症症状概况在教师子组和性别之间存在显著差异.
- 需要量身定制的干预措施,以满足不同教师群体的具体需求.
- 解决高风险教师的性别特异性症状呈现是必不可少的.
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