蒙古学前学生的文化异化和心理健康:以人为中心的个人分析研究
1School of Educational Sciences, Baotou Teachers' College, Inner Mongolia University of Science & Technology, Baotou, China.
Frontiers in psychology
|January 21, 2026
概括
文化孤独显著影响少数民族学生的心理福祉,比歧视或分离更重要. 了解这一点是教育支持计划的关键.
科学领域:
- 跨文化心理学跨文化心理学
- 教育心理学教育心理学
- 少数民族学生适应适应.
背景情况:
- 少数民族学生在学术和心理调整方面面临挑战.
- 文化疏远,包括孤独,分离,不和和歧视,是关键因素.
- 内蒙古的蒙古少数民族学生主要遵循汉族中国的文化规范.
研究的目的:
- 调查文化异化层面对蒙古少数民族学前学生心理适应的影响.
- 确定文化疏远的特定方面,最强烈地预测心理痛苦.
- 在跨文化教育环境中为归属理论提供经验支持.
主要方法:
- 73名蒙古少数民族大学预科学生参加了比赛.
- 进行了症状检查清单-90 (SCL-90) 和文化异化量表.
- 统计分析包括相关性,多重回归和k-means集群.
主要成果:
- 报告了中度的文化疏远 (M = 2.40).
- 整体疏远与心理困扰相关 (r = 0.446),特别是强迫症倾向和偏执思想.
- 文化孤独是抑郁和焦虑的最强预测因素 (R2 = 0.347).
- 一个高度疏离的组 (n=31) 显示显著更大的心理痛苦比一个低疏离的组.
结论:
- 文化孤独是影响少数民族学生心理适应的主要机制.
- 社会联系缺陷比感知到的歧视或文化分离更有影响力.
- 研究结果支持归属理论,并为少数民族教育提供有针对性的支持提供了见解.
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